scholarly journals Global Citizenship Education conceptualisation in curriculum guidelines of the New Zealand Curriculum

2021 ◽  
Vol 25 ◽  
pp. 57-75
Author(s):  
Nazym Adaspayeva ◽  
Sue Parkes
Keyword(s):  
Systematic Review ◽  
Sustainable Development ◽  
New Zealand ◽  
Civic Education ◽  
Citizenship Education ◽  
Global Citizenship ◽  
International Association ◽  
Sustainable Development Goal ◽  
Development Goal ◽  
Global Citizenship Education

Global Citizenship Education is a significant theme in the United Nations Educational Sustainable Development Goal #4. The aim of the goal is “to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” (UNESCO, 2015b). This article provides an insight into where and how notions of Global Citizenship and Global Citizenship Education are represented within the New Zealand Curriculum. The systematic review of the document’s content and learning objectives, themes, and categories were based on the thematic framework proposed by Cox and Browes. These were generated utilising UNESCO’s definitions of Global Citizenship Education and the International Association for the Evaluation of Educational Achievement’s international assessment studies of citizenship and civic education. In spite of the limitations of this research systematic review, that is, only the New Zealand Curriculum document is reviewed, this study adds some understandings of how and where Global Citizenship and Global Citizenship Education concepts exist at the curriculum level within Aotearoa New Zealand, making the suggestion of the incorporation of a Global Citizenship Education definition and concepts into the curriculum guideline documents to enhance the connection and fulfilment of Sustainable Development Goal #4.

scholarly journals Charting a democratic course for global citizenship education: Research directions and current challenges

2016 ◽  
Vol 24 ◽  
pp. 55 ◽  
Author(s):  
John P. Myers
Keyword(s):  
Civic Education ◽  
Citizenship Education ◽  
Teaching And Learning ◽  
Complex Dynamics ◽  
Global Citizenship ◽  
High Stakes Testing ◽  
Significant Shift ◽  
Research Directions ◽  
Global Citizenship Education ◽  
Starting Point

This article outlines research directions for global citizenship education, by emphasizing the centrality of democratic goals for schools in the 21st century. Despite a significant shift in educational policies and practices towards addressing education that respond to the conditions of globalization, there is not a clear vision regarding its role in schools. Furthermore, curriculum reforms such as global citizenship education inevitably face the issue of whether to adapt to neoliberal tenets of privatization, high stakes testing and standards-based accountability, or to resist and challenge these policies with alternative, democratic visions of schooling. This article argues that for global citizenship education to reach maturity, there is a need for a programmatic research agenda that addresses the complex dynamics that globalization has introduced to schooling, particularly the challenges to teaching and learning for helping youth to make sense of the world and their role in it. An analysis of recent advances in research and practice in civic education is used as a starting point to advance directions for global citizenship education. Two key directions are suggested: to gain a more secure foothold in schools and the need to focus on a shared conceptual focus that helps researchers, practitioners and other stakeholders to access the same body of practices and knowledge.

Global Citizenship Education

2021 ◽  
Vol 97 (4) ◽  
pp. 464-480
Author(s):  
Christoph Wulf
Keyword(s):  
Sustainable Development ◽  
Human Rights ◽  
Citizenship Education ◽  
Sense Of Belonging ◽  
Peace Education ◽  
Global Citizenship ◽  
Global Community ◽  
Global Citizenship Education ◽  
World Community ◽  
Heritage Education

Abstract Global Citizenship Education. Building a Planetary World Community in the Anthropocene In the Anthropocene, what do we mean by global citizenship education, what do we mean by building a planetary world community? The paper explores these questions and uses the example of education for sustainable development, heritage education, human rights education, and peace education to show how a sense of belonging to the global community can be created. It also develops numerous viewpoints that play an important role in achieving a planetary consciousness.

Evaluating Sustainable Development solutions quantitatively: Competence modelling for GCE and ESD

2016 ◽  
Vol 15 (3) ◽  
pp. 190-211 ◽  
Author(s):  
Marko Böhm ◽  
Sabina Eggert ◽  
Jan Barkmann ◽  
Susanne Bögeholz
Keyword(s):  
Sustainable Development ◽  
Student Teachers ◽  
Citizenship Education ◽  
High Performance ◽  
Global Citizenship ◽  
Biodiversity Loss ◽  
Education For Sustainable Development ◽  
Partial Credit Model ◽  
Global Citizenship Education ◽  
Mathematical Skill

To comprehensively address global environmental challenges such as biodiversity loss, citizens need an understanding of the socio-economic fundamentals of human behaviour in relation to natural resources. We argue that Global Citizenship Education and Education for Sustainable Development provide a core set of socio-economic competencies that can be applied to tackle such challenges. As a central concern of this article, we report on the development of a competence model and its use in an empirical study. The study analyses the ability of German students ( n = 268: 232 pupils in senior secondary school and 36 student teachers) to evaluate solutions for real-world Sustainable Development challenges quantitatively. In doing so, we investigate a theoretically described competence dimension, that is, ‘Evaluating and Reflecting Solutions Quantitatively-Economically’. A Rasch partial credit model indicates that ‘Evaluating and Reflecting Solutions Quantitatively-Economically’ can be modelled as a one-dimensional competence. Grade level, general educational performance and high performance in subjects addressing Education for Sustainable Development positively affect ‘Evaluating and Reflecting Solutions Quantitatively-Economically’ scores. Although applying basic economic insights in a quantitative manner to Sustainable Development challenges is within the mathematical skill set of most students, even older or better-performing students find it difficult to do so. Thus, these findings underscore the need for economic competencies to be incorporated in Education for Sustainable Development and Global Citizenship Education.

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