scholarly journals A critical reading of The National Youth White Paper on Global Citizenship : What are youth saying and what is missing?

2017 ◽  
Vol 8 (2) ◽  
pp. 19-36 ◽  
Author(s):  
Adeela Arshad-Ayaz ◽  
Vanessa Andreotti ◽  
Ali Sutherland
Keyword(s):  
Citizenship Education ◽  
Formal Education ◽  
Global Citizenship ◽  
White Paper ◽  
The Third ◽  
Canadian Youth ◽  
The World ◽  
Agents Of Change ◽  
Youth Perceptions ◽  
Selection Of

In the recent National Youth White Paper on Global Citizenship (2015), a selection of Canadian youth identified their vision for global citizenship education (GCE). The document articulates the Canadian youths' vision for global citizenship and outlines changes that need to be implemented in order for that vision to be achieved. Drawing on critiques of modernity and of liberal multiculturalism coming from postcolonial, decolonial, and feminist anti-racist scholarship, this article explores how young people imagine their positionalities as Canadian citizens and agents of change in the world. We aim to describe how the White Paper can be used both as a call for deepening critical engagements in education as well as a bridge for discussions of GCE in ways that move conversations into new realms. This paper is divided into four sections. In the first section, we analyse the 2015 White Paper, written collaboratively by Canadian students. It is the first document to focus exclusively on youth perceptions of what action is needed and what problems need to be addressed. We summarize the Canadian youths' articulation and understanding of GCE and identify the major themes addressed. The second section articulates the calls for action that the Canadian youth deem necessary for their vision of global citizenship. As they demand an emphasis on criticality in their formal education, we consider how we can listen to and respond to these calls. The third section presents a critical analysis of the document with a view to paving the way for collaborations to push discussions even further. The fourth section highlights how we can build on the White Paper to move discussions about GCE in new and different directions. We aim to address how the White Paper can be used to further the conversations in ways that explore how the youths' calls for actions can open up the possibilities for critical GCE.

Practitioner perspectives on learning for social change through non-formal global citizenship education

2017 ◽  
Vol 13 (1) ◽  
pp. 81-97 ◽  
Author(s):  
Eleanor J Brown
Keyword(s):  
Social Justice ◽  
Social Change ◽  
Transformative Learning ◽  
Citizenship Education ◽  
Critical Reflection ◽  
Formal Education ◽  
Global Citizenship ◽  
Small Individual ◽  
Global Citizenship Education ◽  
The Social

This article engages with debates about transformative learning and social change, exploring practitioner perspectives on non-formal education activities run by non-governmental organisations. The research looked at how global citizenship education practitioners met their organisation’s goals of change for social justice through educational activities. This education is sometimes criticised for promoting small individual changes in behaviour, which do not ultimately lead to the social justice to which it pertains to aim. Findings suggest that this non-formal education aims to provide information from different perspectives and generate critical reflection, often resulting in shifts in attitudes and behaviour. While the focus is often on small actions, non-formal spaces opened up by such education allow for networks to develop, which are key for more collective action and making links to social movements. Although this was rarely the focus of these organisations, it was these steps, often resulting from reflection as a group on personal actions, which carried potentially for social change.

scholarly journals Global Citizenship Education, Global Educational Injustice and the Postcolonial Critique

2020 ◽  
Vol 12 (01) ◽  
pp. 27-54
Author(s):  
Johannes Drerup
Keyword(s):  
Citizenship Education ◽  
Global Citizenship ◽  
Political Legitimacy ◽  
Geographical Location ◽  
Western Tradition ◽  
Global Citizenship Education ◽  
The Third ◽  
Validity Claims ◽  
Western Values ◽  
Critical Scrutiny

This contribution develops a defence of a universalist conception of Global Citizenship Education (GCE) against three prominent critiques, which are, among others, put forward by postcolonial scholars. The first critique argues that GCE is essentially a project of globally minded elites and therefore expressive both of global educational injustices and of the values and lifestyles of a particular class or milieu. The second critique assumes that GCE is based on genuinely ‘Western values’ (e.g., in the form of a conception of human rights or conceptions of rationality or the self), which are neither universally accepted nor universally valid and therefore unjustly forced on members of non-Western cultures and societies. GCE, according to this critique, is assumed to be another version of the educational justification of a hegemonic and unjust global Western regime. The third critique focuses on the epistemological preconditions of GCE. It assumes that GCE relies on a particular, culturally embedded ‘Western epistemology,’ which perpetuates historically grown global educational and epistemic injustices by dominating and subjugating alternative epistemological approaches. With respect to the first critique I argue that it is to a certain extent sociologically plausible, but wrong when it is applied to the educational and political legitimacy of GCE. The second critique overestimates the consensus within the ‘Western tradition’ and underestimates the transnational dissemination of universalist ideals and values as well as its own reliance on universalist validity claims. I argue that in order to provide a plausible criticism of historically grown global educational and political injustices, it is imperative for GCE to integrate central insights provided by the postcolonial critique, without giving up on universalist ideals and values. The third critique is, according to my argumentation, based on flawed epistemological assumptions, which do not withstand critical scrutiny. Instead of identifying epistemic and scientific claims as the expressions of a particular ‘culture’ or geographical location (the ‘West’), I defend the position that philosophical and scientific research should ideally be conceived as a democratic and universalist project, whose emancipatory potential can only be realized on the basis of a universalist epistemology.

What Do We Ask of Global Citizenship Education? A Study of Global Citizenship Education in a Canadian University

2010 ◽  
Vol 3 (1) ◽  
pp. 5-22 ◽  
Author(s):  
Lynette Shultz
Keyword(s):  
International Relations ◽  
Deliberative Democracy ◽  
Citizenship Education ◽  
Global Citizenship ◽  
Educational Goal ◽  
Global Citizenship Education ◽  
Deliberative Dialogue ◽  
The World ◽  
Deliberative Processes ◽  
Equity And Inclusion

This article presents findings from a study of a Canadian university that has named 'global citizenship' as a key educational goal. Drawing on theories of globalization, deliberative democracy, and deliberative processes including discursive closure, this study examines the multiple demands made of 'global citizenship' in higher education and the subsequent educational projects that are designed to meet this educational goal. The research questioned whether discursive closure was being engaged to limit 'global citizenship' to a modernity project where, as the literature suggested, (neo) liberalism and universalism ultimately served to make the world the un-gated playground of the elite where they might work, play, and consume without national or local political and cultural restrictions. In contrast, we wondered whether these policy openings might also be reflections of shifts in practices toward justice, equity, and inclusion with considerations of the historical and cultural histories and legacies of international relations of colonialism and imperialism. Using deliberative dialogue as a data collection method, the researchers were able to surface educators' multiple understandings of global citizenship as well as possible discursive closure and/or emerging social justice in the courses, projects, and policies of this institution.

Band-Aid Pedagogy, Celebrity Humanitarianism, and Cosmopolitan Provincialism

2012 ◽  
pp. 262-286 ◽  
Author(s):  
Audrey Bryan
Keyword(s):  
Secondary Students ◽  
Citizenship Education ◽  
Formal Education ◽  
Global Citizenship ◽  
Global Dimension ◽  
Global Citizens ◽  
Discrete Area ◽  
The Republic ◽  
Compulsory Subject ◽  
Political Economic

The notion that our identity transcends local and national borders, captured in the now ubiquitous concepts of the “global” or “world” citizen, has had an important influence on educational curricula in recent years. The idea of global citizenship has evolved in part as a result of a growing awareness that trends, events, and political-economic arrangements in one part of the world can profoundly impact lives far away (Tully, 2009). The formal education sector is increasingly recognized as having an important role to play in the alleviation of global crises and injustices by cultivating informed and ethical “global citizens” who understand the asymmetries of economic globalization and who are motivated to redress social and global injustices (Dower, 2003; Schattle, 2008; Tully, 2009). While traditionally geared towards developing a sense of national identity and loyalty, citizenship curricula are increasingly being re-formulated to cultivate citizens who possess multiple identities, and a sense of belonging which embraces global as well as local and national perspectives (Reid & Gill, 2010). Citizenship education, as a discrete area of study, is now a compulsory subject in schools in many countries, and the “global dimension” is seen as an important aspect of this curriculum. Drawing on the Republic of Ireland as a case study, this chapter offers a critical exploration of dominant discursive representations of development and “the global” as they are articulated in citizenship education textbooks designed for use with lower secondary students. The analysis suggests that global citizenship, as it is currently conceived in state-sanctioned curriculum resources, is unlikely to foster the kinds of individual and collective action necessary for a substantively more equitable relationship between the First and Third Worlds to be forged.

scholarly journals Promoting Global Citizenship through an Information-Based Focus on United Nations International Events

2018 ◽  
Vol 59 ◽  
pp. 01003 ◽  
Author(s):  
Allen V. Del Carmen ◽  
Joevel A. Bartolome
Keyword(s):  
Young People ◽  
United Nations ◽  
Citizenship Education ◽  
Global Citizenship ◽  
International Peace ◽  
Marshall Mcluhan ◽  
Global Citizenship Education ◽  
The World ◽  
The University ◽  
International Events

Rapid advances in technology, information, and transportation have made true what was once just an idea. This was popularized by communication scholar Marshall McLuhan into a reality. These advances have consequently helped develop global citizenship education. With this development comes the realization that young people need not go out of their country to embrace global citizenship. What Journalism and Print Media students at the University of St. La Salle did to heighten their global citizenship education was to use mass and social media to promote selected international events of the United Nations under the project, ―Connecting… Informing… We Are Citizens of the World‖. The feedback of the students show that such approach is an effective tool in making young people aware and be involved in the discussion and action for social justice and peace, which are requisites of global citizenship. This paper hopes to share with other S-L advocates, especially those in Communication programs that they can be vital channels in promoting global citizenship among their students as well as strategies they can use, and consequently, contribute to efforts toward the attainment of international peace, unity amid diversity and development.

scholarly journals MENAKAR EFEKTIFITAS PROGRAM AFLATOUN DALAM PENDIDIKAN KARAKTER

2015 ◽  
Vol 3 (2) ◽  
pp. 418
Author(s):  
Mufiqur Rahman
Keyword(s):  
Social Responsibility ◽  
Education Program ◽  
Formal Education ◽  
Financial Education ◽  
Non Profit ◽  
Governmental Organization ◽  
The World ◽  
Agents Of Change ◽  
Children Education ◽  
Bahasa Indonesia

<p><strong>Bahasa Indonesia:</strong></p><p>Program Aflatoun adalah program pendidikan sosial dan finansial untuk anak. Lembaga ini berfokus pada pembelajaran tentang tanggung jawab sosial dan pendidikan finansial yang diselenggarakan dalam lingkup pendidikan formal dan non-formal.  Tujuan utama pembelajarannya adalah membangun hak dan tanggung jawab yang memungkinkan individu untuk mengembangkan komunitas mereka dengan  teliti. Program ini menginspirasi anak memberdayakan diri  secara sosial dan finansial untuk menjadi agen perubahan dalam kehidupan mereka sendiri dan dunia yang lebih adil. Dengan demikian, Aflatoun berusaha mewujudkan anak  untuk menjadi inspirasi bagi lingkungannya. Aflatoun merupakan sebuah organisasi non-pemerintah lintas negara yang memberikan perhatian besar kepada pendidikan anak melalui organisasi-organisasi non-profit di dunia. Di Indonesia, program ini dilaksanakan oleh Lekdis Nusantara yang aktif menyelenggarakan sosialisasi dan pelatihan/workshop aflatoun di berbagai daerah. Penelitian ini akan melihat manfaat dan tawaran apa saja yang diberikan untuk menumbuh kembangkan pendidikan ke arah yang lebih baik. Sehingga, program ini dapat diterima sebagai salah satu alternatif dalam memberikan solusi berbagai isu pendidikan yang kian kompleks.</p><p> </p><p><strong>English:</strong></p><p>Aflatoun is a social and financial education program for children. The program focuses on social responsibility and financial education which is organized in both formal and non-formal education. The main purpose of learning is to establish rights and responsibilities to enable individuals in developing their communities. This program inspires children to socially and financially develop themselves in order to be agents of change in their own lives and better world. In other words, Aflatoun promotes children as the inspiration for their environment. Aflatoun is a transnational non-governmental organization which pays a great attention to children education via non-profit organization in the world. In Indonesia, the program is implemented by Lekdis Nusantara and actively organizes socialization, training, and workshops in various under represented areas. This study examines benefits and opportunities given to cultivate education to a better direction. Thus, this program can be accepted as an alternative way in providing solutions for increasingly complex issues in education.</p>

scholarly journals Mixed and Mixing Systems Worldwide: A Preface

2017 ◽  
Vol 15 (3) ◽  
pp. 1
Author(s):  
Seán Patrick Donlan
Keyword(s):  
South Africa ◽  
South African ◽  
The Philippines ◽  
Daily Lives ◽  
New Horizons ◽  
South Africans ◽  
The Third ◽  
The World ◽  
Hebrew University ◽  
Selection Of

 This issue of the Potchefstroom Electronic Law Journal (South Africa) sees the publication of a selection of articles derived from the Third International Congress of the World Society of Mixed Jurisdiction Jurists (WSMJJ). That Congress was held at the Hebrew University of Jerusalem, Israel in the summer of 2011. It reflected a thriving Society consolidating its core scholarship on classical mixed jurisdictions (Israel, Louisiana, the Philippines, Puerto Rico, Quebec, Scotland, and South Africa) while reaching to new horizons (including Cyprus, Hong Kong and Macau, Malta, Nepal, etc). This publication reflects in microcosm the complexity of contemporary scholarship on mixed and plural legal systems. This complexity is, of course, well-understood by South African jurists whose system is derived both from the dominant European traditions as well as from African customary systems, including both those that make up part of the official law of the state as well as those non-state norms that continue to be important in the daily lives of many South Africans.

scholarly journals The rhetorical constructions of global citizenship and the location of youth: A critical analysis

2017 ◽  
Vol 8 (2) ◽  
pp. 37-52
Author(s):  
Ali A Abdi
Keyword(s):  
High School Students ◽  
Critical Analysis ◽  
Global Citizenship ◽  
White Paper ◽  
Knowledge Systems ◽  
School Students ◽  
Study And Teaching ◽  
Diverse Communities ◽  
The World ◽  
Rhetorical Constructions

The recent growth of global citizenship scholarship, especially in so-called Western universities, could entice us into making constructive assumptions about the viability of this area of study and teaching. Especially with respect to the lives of young people, the promise of global citizenship and its growing disciplinary popularity can be read as contributing to more connected and selectively realizable world communities, which share more of their lives' possibilities for the wellbeing of all. With this in mind, and with a continuing focus on the rhetorical claims of global citizenship – as opposed to the practical or even quasi-practical actualizations of such citizenship – and as a select thematic response to The National Youth White Paper on Global Citizenship (2015) produced by high school students in Canada, this paper attempts to expose the weaknesses that are ingrained in the scholarly constructions of the case. It also analyses the precarious global citizenship location of youth in both developed and developing world contexts. At the end, the paper suggests possible ways of educating for a more inclusive global citizenship, which values all knowledge systems and advances the wellbeing of diverse communities across the world.

scholarly journals Youth voices on global citizenship: Deliberating across Canada in an online invited space

2017 ◽  
Vol 8 (2) ◽  
pp. 5-17 ◽  
Author(s):  
Lynette Shultz ◽  
Karen Pashby ◽  
Terry Godwaldt
Keyword(s):  
Citizenship Education ◽  
Global Citizenship ◽  
White Paper ◽  
Policy Position ◽  
Youth Engagement ◽  
School Students ◽  
The Public ◽  
Policy Paper ◽  
The Public Sphere ◽  
Globalized World

This article examines the processes of youth engagement in an 'invited space' for Canadian secondary school students. The organizers created a participatory citizenship education space in which Canadian students discussed their views and visions and developed their policy position on global citizenship and global citizenship education. The content and process of The National Youth White Paper on Global Citizenship (2015) demonstrated that youth have important policy knowledge and understand they live in a globalized world that includes unacceptable inequalities and oppressions. They also understand that, through acts of citizenship, these conditions can be changed. The article discusses how students were engaged in developing public opinion and working in the public sphere while developing the policy paper on the topic of global citizenship.

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