Service-Learning as Global Citizenship Education: Acting Locally on Global Challenges and Concerns

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.

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From "knowing" to "not knowing": Critical global citizenship education for engineering partnerships

International Journal of Engineering Social Justice and Peace ◽

10.24908/ijesjp.v8i1.12726 ◽

2021 ◽

Vol 8 (1) ◽

pp. 171-184

Author(s):

Nora Pillard Reynolds

Keyword(s):

Service Learning ◽

Citizenship Education ◽

Engineering Students ◽

Global Citizenship ◽

Educational Goals ◽

University Administrators ◽

Global Citizenship Education ◽

Global Service Learning ◽

College Of Engineering ◽

The University

This article was part of a larger study that explored community participants’ perspectives in [Municipality, Country] about the long-term global service learning (GSL) partnership with [Name of university] University’s College of Engineering (Author, year). This article explores the question: From the community participants’ perspectives, what are their educational goals for the university engineering students in this partnership? While I intentionally centered this article on the community participants’ perspectives, I also explored areas of alignment and areas of difference between the different stakeholder groups’ perspectives about learning and knowledge. Although global citizenship surfaced in interviews with both community and university participants, the community participant perspectives push farther than the university administrators/ faculty and call for critical global citizenship education (Andreotti, 2006).

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Global Citizenship Education and Sustainability Otherwise

Teaching and Learning Practices That Promote Sustainable Development and Active Citizenship - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-4402-0.ch001 ◽

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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Global Citizenship Education Through Collaborative Online International Learning in the Borderlands: A Case of the Arizona–Sonora Megaregion

Journal of Studies in International Education ◽

10.1177/1028315319888886 ◽

2019 ◽

pp. 102831531988888

Author(s):

Carmen King de Ramirez

Keyword(s):

Second Language Acquisition ◽

Service Learning ◽

21St Century ◽

Citizenship Education ◽

Global Citizenship ◽

Global Citizenship Education ◽

Diverse World ◽

International Learning ◽

Citizenship Skills ◽

Positive Results

Scholars have argued that 21st century educators have the responsibility to incorporate global citizenship activities into academic curricula to meet the demands of an increasingly diverse world. Approaches to global citizenship education that have rendered positive results include service-learning, critical thinking activities, second language acquisition, and international exchanges. The current study explores a Collaborative Online International Learning (COIL) project carried out between university students enrolled in universities located in the Arizona-Sonora Megaregión. The study found that before students participated in COIL they demonstrated a limited understanding of their neighboring country. At the conclusion of the COIL project students demonstrated global citizenship skills such as the ability to analyze international relationships, critically consume media, and make identify points of global interconnectedness.

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