Organizational and pedagogical conditions for global citizenship education in the process of foreign language teaching of bachelors in humanities

2021 ◽  
pp. 42-52
Author(s):  
Olga M. Sherekhova
Keyword(s):  
Foreign Language ◽  
Citizenship Education ◽  
Global Education ◽  
Global Citizenship ◽  
Language Education ◽  
Foreign Language Education ◽  
Successful Implementation ◽  
Innovative Teaching ◽  
Global Citizenship Education ◽  
Global Challenges

Since the launch of the UN Secretary-General’s Global Education First Initiative (GEFI) in 2012 global citizenship education including the formation of the younger generation’s readiness to live in a “universal world” has been one of the modern education priorities. Having analyzed scientific research in the field of global citizenship, the international experience of global citizenship education, as well as the current situation in the world, we substantiate the need for the global citizenship formation among university students. We define the organizational and peda-gogical conditions for the global citizenship education of bachelors of humanities in the foreign language education process. We believe that for the successful implementation of this goal, the teacher must be aware of the need for global citizenship education, possess knowledge related to the phenomenon of global citizenship, which will allow him/her to effectively manage the learning process and interact with students. It is also very important to create the environment that provides an atmosphere of cooperation, active behavior, and broad scope for initiative, where intersubjective relationships based on mutual respect, mutual trust, and acceptance of each other as values are of primary importance. We describe the experience of integrating the course “Facing Global Challenges” into the process of foreign language education. It provides an understanding of global governance structures, the Sustainable Development Goals, the importance of the connection between global, national and local systems and processes. It has been proved that systematic use of innovative teaching methods will contribute to the development of students’ global thinking, the development of skills, values and attitudes necessary for active interaction in solving global challenges to humanity.

A transnational model of virtual exchange for global citizenship education

2019 ◽  
Vol 53 (4) ◽  
pp. 477-490 ◽  
Author(s):  
Robert O'Dowd
Keyword(s):  
Foreign Language ◽  
Learning Outcomes ◽  
Citizenship Education ◽  
Global Citizenship ◽  
Global Citizenship Education ◽  
Intercultural Collaboration ◽  
Key Characteristics ◽  
Educational Programmes ◽  
The Common ◽  
Common Learning

AbstractVirtual exchange is a well-known pedagogical approach in foreign language (FL) education which involves engaging classes in online intercultural collaboration projects with international partners as an integrated part of their educational programmes. This paper begins by reviewing e-tandem and telecollaborative approaches to virtual exchange which are currently being used extensively in FL education and presents two case studies which illustrate the common learning outcomes and limitations of such approaches. I then propose an alternative model of virtual exchange which maintains many of the key characteristics of earlier approaches but which incorporates the principles of global citizenship education and which moves away from bilingual–bicultural approaches. I conclude by outlining the main characteristics of this model and presenting some examples of how this approach could be put into practice.

scholarly journals Foreign language education in inter-cultural learning and citizenship services -A review of selected paper

2019 ◽  
Author(s):  
Maya Yolanda ◽  
Veronica Saragi ◽  
Niki ardiyanti ◽  
Mesin ayu sinaga
Keyword(s):  
Service Learning ◽  
Foreign Language ◽  
Citizenship Education ◽  
Teaching And Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Point Of View ◽  
Foreign Languages ◽  
Cultural Learning ◽  
Extracurricular Activity

This paper aims to provide a brief description and review of the research that has been done by Petra Rauschert and Michael Byram entitled, “Service learning and intercultural citizenship in foreign language” published in the Cambridge Journal of Education using descriptive qualitative analysis. This paper tries to understand the learning of foreign languages combined with the learning of intercultural services and intercultural citizenship education from the researcher's point of view. Where research conducted by the researcher is carried out by explaining two approaches, namely the first one is 'Intercultural Service Learning' (ISL) and 'Intercultural Citizenship Education' (ICE). The researcher Petra Rauschert and Michael explained at the beginning of their writing about the two types of education and their origins and theory, and examples of each are then provided. This paper assesses what the researcher is trying to convey leads to an explanation that the service component is not considered as an extra or extracurricular activity but as an integral part of the teaching and learning process. A comparison of the two reveals many similarities and potentials to enrich and mutually enrich each other to facilitate the teaching of foreign languages. The article they made seems have a clear flow on how to explain these two types of education and make this article ease to understand.

scholarly journals Applying Ecomusicology to Foreign Language Education

2021 ◽  
Vol 12 (1) ◽  
pp. 50-65
Author(s):  
Theresa Summer
Keyword(s):  
Foreign Language ◽  
Conceptual Model ◽  
Global Education ◽  
Teaching And Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Research Directions ◽  
Interdisciplinary Field ◽  
New Research ◽  
Theoretical Considerations

      This paper examines ecomusicology from the perspective of foreign language education. As a relatively new field of research, ecomusicology can generally be described as an interdisciplinary field of study focusing on topics related to the environment, music, and culture. Due to its interdisciplinary nature, it offers new research directions for foreign language education, mostly within the fields of eco-pedagogy and global education. To identify points of application, the variety of thematic foci examined by scholars investigating ecomusicology are identified and subsequently applied to foreign language education. The focus thereby is on four major ecomusicological publications. The outcome of the analysis of these publications is a conceptual model of ecomusicology applied to foreign language education on four domains: 1) musicians, 2) music artefacts, 3) music in action, and 4) the environment. Given the current lack of research into the potential of ecomusicology for foreign language education, this paper therefore aims to fill a research gap. Reasons for integrating theoretical considerations in ecomusicology are discussed from the perspective of foreign language teaching and learning and thus conceptualised for a practical application. An example that focuses on the analysis of eco-songs through a categorised list of questions based on the four ecomusicological domains illustrates how the conceptual model can be applied in practice and serve as a pool of ideas for teaching activities.

Reconceptualizing Geography as Democratic Global Citizenship Education

2009 ◽  
Vol 111 (11) ◽  
pp. 2647-2677
Author(s):  
William Gaudelli ◽  
Elizabeth Heilman
Keyword(s):  
Citizenship Education ◽  
Global Education ◽  
Democratic Theory ◽  
Global Citizenship ◽  
Secondary Analysis ◽  
Geography Education ◽  
Democratic Citizenship ◽  
Global Citizenship Education ◽  
The Social ◽  
Geographic Knowledge

Background Geography education typically appears in school curricula in a didactic or disciplinary manner. Yet, both the didactic and the disciplinary approach to geography education lack a serious engagement with society, politics, and power, or democratic theory. We suggest, from Dewey, that most students, the social studies, and indeed society are not well served by these approaches, particularly as we confront global challenges that demand geographic knowledge and insight. Purpose We propose that geography can and should reflect the interests of students and society and thus be what Dewey calls psychologized through a democratic vision of global citizenship education (GCE). Toward that end, we develop a typology of global education to identify those types most congruent with democratic citizenship (cosmopolitan, environmental, and critical justice) and those less congruent (disciplinary, neoliberal, and human relations). Drawing on our typology, we show how GCE can be a point of synthesis in practice, bringing together global education and reconstituted geographic knowledge. Research Design The method of this article is a secondary analysis of literature in democratic theory, global citizenship education, and geography education that synthesizes points of overlap. Conclusions Based on this analysis, we recommend that geography curriculum should be remade within a vision similar to GCE so that space and place can be socially understood.

scholarly journals Teacher-Initiated, Student-Centered Global Education in a K to 8 School

2007 ◽  
Vol 4 (2) ◽  
Author(s):  
Michael O'Sullivan ◽  
Diane Vetter
Keyword(s):  
Elementary Teachers ◽  
Citizenship Education ◽  
Global Education ◽  
Global Citizenship ◽  
Global Perspective ◽  
Or Education ◽  
Student Centered ◽  
Global Citizenship Education ◽  
Approach To Teaching

Despite a growing recognition that established notions of democracy, nationhood, citizenship, and ethnicity are giving way to emerging notions of democratic, multicultural, global citizenship, there are few curricular guidelines to achieve this expectation. This is especially the case at the elementary level where there isn’t even a consensus that such an approach is appropriate. Faced with this lack of consensus and the resulting lack of curricular leadership and driven by the need to respond to the needs and interests of their students, elementary teachers, influenced by the particularities of their local circumstances, follow their instincts and rely on each other with respect to how to teach what is variously called global education, global citizenship education, or education from a global perspective. Elementary teachers are reshaping the practice of what is referred to in this paper as global (citizenship) education at the classroom level. While such innovations can frequently lead to creative results, they can also result in highly idiosyncratic interpretations of what constitutes the most effective approach to teaching from a global perspective or what constitutes global citizenship. This paper is a case study of the efforts of the staff of one small-town Ontario elementary school to infuse a global perspective throughout the grades from K to 8 and across the curriculum.

scholarly journals Modern Regularities and Principles of Foreign Language Education of Future Specialists in International Relations in the Process of Professional Training

2021 ◽  
Vol 9 (3) ◽  
pp. 31-40
Author(s):  
Nataliia Vasylyshyna ◽  
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
International Relations ◽  
Higher Education Institutions ◽  
Language Education ◽  
Foreign Language Education ◽  
Necessary Condition ◽  
Successful Implementation ◽  
Careful Study ◽  
Developmental Potential

The relevance of this study is that in Ukraine, foreign language education acquires a special status, which is argued by the fact that language creates an effective basis for international and intercultural understanding. However, the problem of implementing intercultural foreign language education in higher education institutions needs further comprehensive analysis and solution. This is evidenced by the analysis of the state of intercultural foreign language education in the works of national and foreign scholars, which demonstrated the numerous views and scientific achievements on the successful implementation of foreign language education in Ukraine. The study of foreign languages in higher education institutions of Ukraine is an indisputable positive feature of curricula, based on the recognition that the study of languages along with significant practical, educational, educational and developmental potential is a necessary condition for the education of modern specialists in international relations. On the other hand, today it is an urgent need in terms of the chosen socio-economic vector of development of our state, as the implementation of the concept of "learning languages during life" is impossible without careful study of languages by future experts in international relations. The study allows us to identify the leading patterns and principles of foreign language education in the European Higher Education Area. In the course of the research it was found out that foreign language education of specialists in international relations is based on regularities and general didactic principles that reflect the main approaches to the organization of education, namely: developmental and educational nature of education; scientificity; regularity and consistency; accessibility; connection of theory with practice; individualization. The research concluded that an open European educational space highlights significant prospects, while requiring efforts to remove barriers and upgrade foreign language teaching and learning systems in higher education. The formation of a single European cultural and economic space actualizes the creation of parameters of "europeanness" of modern Ukrainian science, culture and education.

scholarly journals The Role of a Responsible Global Citizen (Gitizen) in the 21st Century: The Need, the Challenges and the Future

2019 ◽  
Vol 10 (1) ◽  
pp. 7-18
Author(s):  
Uchit Kapoor ◽  
Robert Seinfield
Keyword(s):  
Citizenship Education ◽  
Global Education ◽  
Global Citizenship ◽  
Global Dimension ◽  
Learning Objectives ◽  
Policy Makers ◽  
Global Citizenship Education ◽  
Political Economic ◽  
Informal Settings

UNESCO promoted global citizenship (gitizenship) since the launch of the UN Secretary-General’s Global Education First Initiative (GEFI) on August 22nd2012, which made fostering global citizenship one of its three priorities. This is a pedagogical guidance on global citizenship with 3 major outcomes: Education,Defense and Trade. (Taylor, 1997). It is the prerogative of the international community to clarify the conceptual underpinnings of global citizenship and providepolicy and programmatic directions, this paper which is to a large extent conceptual and directive in nature has been developed in response after deeply studying the needs and demands of and on integrating global citizenship in most of the active countries in the world. It presents suggestions for translating global citizenship education concepts into practical and age specific topics learning objectives in a way that follows principles of adaptation in local contexts.It is intended as a resource for educators, curriculum developers, trainers as well as policy-makers, but it will also be useful for other education stakeholders working in non-formal and informal settings. Global citizenship encompasses a sense of belonging to whole humanity and common mankind. It emphasizes political, economic, social and cultural interdependency and interconnectedness between the local, the national and the global. Growing interest in global citizenship has resulted in an increased attention towards global dimension of citizenship, education, policy, curricula, teaching and learningThey can serve as the basis for defining global citizenship goals, learning objectives and competencies, as well as priorities for assessing and evaluating learning. These core conceptual dimensions are based on three domains of learning: cognitive, socio-emotional intelligence and global citizenship education (Freud, 1905).

Global Citizenship Education and Sustainability Otherwise

2021 ◽  
pp. 1-23
Author(s):  
Rene Suša ◽  
Vanessa Andreotti ◽  
Sharon Stein ◽  
Cash Ahenakew ◽  
Tereza Čajkova ◽  
...  
Keyword(s):  
Citizenship Education ◽  
Global Citizenship ◽  
Global Citizenship Education ◽  
Global Challenges ◽  
Depth And Complexity ◽  
Systemic Violence ◽  
Pedagogical Frameworks ◽  
Selection Of ◽  
Pedagogical Framework

This chapter presents a selection of theoretical and pedagogical frameworks for global citizenship education (GCE) otherwise of the “Gesturing Towards Decolonial Futures” (GTDF) collective. The authors discuss the challenges of addressing the depth and complexity of existing global challenges, in particular as they relate to the questions of (un)sustainability and inherent systemic violence and injustices of modern societies. They begin by introducing the basic premises that guide the work of the GTDF collective and then proceed to map different (soft, critical, and beyond reform) approaches to GCE. The chapter also introduces the pedagogical metaphors/cartographies of the “House of Modernity,” the “Bus,” and the “In Earth's CARE” pedagogical framework and provides links and references to other pedagogical experiments, developed by the collective.

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