scholarly journals Questioning Global Citizenship Education in the Internationalization Agenda

2019 ◽  
Vol 12 (3) ◽  
pp. 73-89 ◽  
Author(s):  
Gabriela Freire Oliveira Piccin ◽  
Kyria Rebeca Finardi
Keyword(s):  
Higher Education ◽  
Citizenship Education ◽  
Global Citizenship ◽  
Internationalization Of Higher Education ◽  
Learning Spaces ◽  
Critical Perspective ◽  
Global Citizen ◽  
Global Citizenship Education

The present paper provides a reflection on global citizenship education (GCE) in the internationalization agenda. With that aim, the internationalization of higher education (IHE) is discussed from a critical perspective, mainly informed by postcolonial and decolonial studies. More specifically, the paper addresses GCE issues related to criticisms that have been raised against it in terms of (1) its different educational approaches, (2) its cosmopolitan bias with its (3) ideological frame of the so-called “global citizen”. Some alternatives to mainstream approaches to GCE and IHE are offered in the conclusion, based on the contributions of Stein (2017), Andreotti (2015) and Fiedler (2007), who advocate for the otherwise approach and/or postcolonial learning spaces.

Difference and Conflict in Global Citizenship in Higher Education in Canada

2009 ◽  
Vol 2 (3) ◽  
pp. 5-24 ◽  
Author(s):  
Vanessa Andreotti ◽  
David Jefferess ◽  
Karen Pashby ◽  
Cash Rowe ◽  
Paul Tarc ◽  
...  
Keyword(s):  
Higher Education ◽  
National Identity ◽  
Citizenship Education ◽  
Global Citizenship ◽  
Higher Education Institutions ◽  
Research And Practice ◽  
Global Citizenship Education

This paper presents a multi-voiced response to the question: how might conflict and difference be conceptualised in global citizenship education (GCE) imaginaries in Canada? It offers responses from six educators engaged with GCE research and practice in higher education institutions in Canada. The responses address different angles and issues related to difference and GCE, such as multiculturalism, (neo) colonialism, paternalism, indigeneity, internationalism, neoliberalism, benevolence and national identity building in Canada.

scholarly journals Advancing global citizenship education in Japan and China: An exploration and comparison of the national curricula

2020 ◽  
Vol 15 (3) ◽  
pp. 341-356 ◽  
Author(s):  
Sicong Chen
Keyword(s):  
Citizenship Education ◽  
Global Citizenship ◽  
National Curriculum ◽  
Education Systems ◽  
Global Citizen ◽  
Global Citizenship Education ◽  
Policy Level ◽  
National Citizenship ◽  
Curriculum Guidelines ◽  
Japan And China

The literature widely reports that national citizenship remains the focus of citizenship education in Japan and China, despite the emerged global elements in both cases. Yet the literature stops short of exploring how to advance the agenda of global citizenship in the dominant national citizenship education under the centralized education systems in Japan and China. With a list of global citizen attributes derived from a particular conception of citizenship, this article identifies and compares the pedagogical capacity and potential for global citizenship education in relevant Japanese and Chinese national curriculum guidelines, many of which have been recently revised. It is found that many attributes are indeed supported in the Japanese and Chinese guidelines, which, furthermore, leave pedagogical potential for the development of unsupported others. The findings at the policy level bear practical and research implications for global citizenship education in Japanese and Chinese schools.

Global Citizenship and Higher Education: A Scoping Review of the Empirical Evidence

2018 ◽  
Vol 22 (5) ◽  
pp. 472-492 ◽  
Author(s):  
Dell Horey ◽  
Tracy Fortune ◽  
Toula Nicolacopoulos ◽  
Emiko Kashima ◽  
Bernice Mathisen
Keyword(s):  
Higher Education ◽  
Scoping Review ◽  
Citizenship Education ◽  
Global Citizenship ◽  
Empirical Studies ◽  
Global Citizenship Education ◽  
Educational Travel ◽  
The Arts ◽  
Conceptual Clarity ◽  
Professional Degrees

Student attainment of capabilities associated with global citizenship remains a priority for higher education institutions. We report on a scoping review of empirical studies to explore how global citizenship is understood and enacted in higher education. The 29 included studies span the arts, psychology and social sciences, professional degrees, purpose-designed global citizenship courses, and community development, service, and educational travel programs. Notwithstanding considerable diversity in study aims, methodology, and how global citizenship was described, we were able to discern an overarching framework to describe the theoretical contributions to global citizenship education. Our findings contribute to building conceptual clarity both for educators charged with developing curricula and for higher education researchers seeking to explore and evaluate the outcomes of global citizenship education.

scholarly journals Global Citizenship Education in Pakistan: Awareness, Attitude and Challenges

2020 ◽  
Vol V (III) ◽  
pp. 315-326
Author(s):  
Tahira Saddiqa ◽  
Muhammad Nadeem Anwar ◽  
Asma Khizar
Keyword(s):  
Higher Education ◽  
Public Sector ◽  
Curriculum Development ◽  
Citizenship Education ◽  
Positive Attitude ◽  
Global Citizenship ◽  
Higher Education Institutions ◽  
Descriptive Statistics ◽  
Global Citizenship Education ◽  
The Government

This study was attempted to analyze teacher's awareness, attitude and challenges in implementing Global Citizenship Education in Pakistan. A questionnaire was constructed and filled by teachers of ten public sector universities of Punjab. Perceptions of two hundred and thirty-five teachers were analyzed using descriptive statistics. The findings were highlighting that teachers showed a low level of awareness towards global citizenship education; however positive attitude towards global citizenship education was counted. Implementation of GCE is essential in order to prepare a civilized generation. However, there are some challenges teachers have encountered in implementing Global Citizenship Education in higher education institutions, such as inadequate environment, no provision in education police to teach it as a subject and lack of training regarding GCE. In order to promote GCE in Pakistan, the government may adopt the Canadian/USA/Australian or England roadmap or may use material and support provided by Qualifications and Curriculum Development Agency (QCA) for executing GCE.

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