Global citizenship education in primary school: a comparative analysis of education policy documents in Portugal and Spain

Recently, doubt has been cast on the ability of Scottish education to meet relevant Human Rights requirements relating to education. This article will outline both a means of clarification for international requirements for Human Rights Education, and an analysis of documentation outlining Scottish educational policy for compatibility with these requirements. In doing so, this article will outline the development, and application, of a tool for document analysis focused on international requirements for Human Rights Education. The findings of this analysis suggest a number of key limitations in the current approach favoured by the Scottish Government. This approach posits Global Citizenship Education as a cross-curricular theme capable of fulfilling obligations in relation to rights in Curriculum for Excellence. I suggest that there is a distinct lack of support for the Human Rights Education requirements relating to the inclusion of taught content about human rights and that problems of apoliticality and the misguided focus on responsibilities all stand as significant barriers to Global Citizenship Education meeting the aims of Human Rights Education. I argue, on this basis, that the strategy currently adopted in Scotland appears to fall short of meeting basic international requirements for Human Rights Education.

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A Comparative Analysis on Contents Elements of Global Citizenship Education in 2009 and 2015 Revised Elementary Social Studies Curriculum

Theory and Research in Citizenship Education ◽

10.35557/trce.49.3.201709.004 ◽

2017 ◽

Vol 49 (3) ◽

pp. 79-103

Author(s):

이소연 ◽

이정우 ◽

성경희

Keyword(s):

Comparative Analysis ◽

Social Studies ◽

Citizenship Education ◽

Global Citizenship ◽

Social Studies Curriculum ◽

Global Citizenship Education ◽

Elementary Social Studies

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Revisiting the Concept of Dialogue in Global Citizenship Education

International Journal of Development Education and Global Learning ◽

10.18546/ijdegl.03.2.02 ◽

2010 ◽

Vol 3 (2) ◽

pp. 5-19 ◽

Cited By ~ 9

Author(s):

Namrata Sharma

Keyword(s):

Citizenship Education ◽

Global Citizenship ◽

The Self ◽

Individual Change ◽

Policy Documents ◽

Global Citizenship Education ◽

Self And Other ◽

Key Concepts ◽

Key Policy ◽

The Individual

This paper argues the need to revisit the concept of dialogue in teaching global citizenship education. The ontological paradigm underlying the perspective of the 'self' and 'other' is explored in key policy documents in UK and within some of the debates on citizenship education in general. Often the argument made is that the 'self' and 'other' have scarce understanding of one another's knowledge and values. Hence various policies and documents suggest the need for more knowledge of the 'other'. An innovative approach, as this paper explores, is to take a qualitative and heuristic approach to knowledge and values, such as found within the philosophy of Japanese thinker, Daisaku Ikeda. This paper emphasises the need for an intervention that can bring together the 'self' and 'other' in dialogue to facilitate the individual self's growth and development within such interactions. In relation to this three key concepts in Ikeda's writings, which are, 'the oneness of self and environment' ( esho funi ), 'Human Revolution' (or individual change), and education for 'Global Citizenship' are discussed here, and the implications of this study for citizenship education is made based on the author's previous work and teaching.

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GLOBAL CITIZENSHIP EDUCATION: PARENTS’ REFLECTIONS

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

10.17770/sie2020vol3.4821 ◽

2020 ◽

Vol 3 ◽

pp. 765

Author(s):

Vaida Žegunienė

Keyword(s):

Primary School ◽

Citizenship Education ◽

Social Issues ◽

Global Citizenship ◽

Modern Society ◽

Global Citizen ◽

Global Citizenship Education ◽

School Aged Children ◽

Individual Perception ◽

Global Skills

The paper aims to contribute to the understanding of the concept global citizenship education. Global citizenship education is defined as democratic and sustainable education that pursues to educate a global citizen who is able to perceive the processes of the modern society, to demonstrate a positive attitude and to adapt to the global environment.It is emphasised that global citizenship is a factor ensuring development of a global citizen and his/her functioning within the global context. The analysis of the European and Lithuanian documents revealed that global citizenship education has to be initiated at the pre-primary school because children aged 5- to 7-years are capable to form/construct new global skills. Thus, to have global citizenship education integrated into the pre-primary school education is a must, but still gaps and obstacles exist.The objectives of the research are to investigate how the parents of pre-primary school aged children perceive the concept global citizenship. Data for this research were collected using the qualitative method - an interview. A major advantage of an interview is that this method allows to investigate parents' individual perception of global citizenship education.The most interesting aspect of the data gathered is that parents do not demonstrate complete understanding of global citizenship education and majority of them are not completely familiar with this phenomenon. They relate global citizenship education to travelling and living abroad, to knowledge of other countries/cultures and specific social issues such as pollution, discrimination, poverty. Taking into consideration the complexity of this process the parents’ perception is insufficient. Therefore, further study has to be initiated regarding teachers’ attitude to initiation and implementation of global citizenship education into the curriculum of the pre-primary school.

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