scholarly journals Development Education – Globales Lernen – Global Citizenship Education. Bleibende Aporien und strategische Offerten im Weltkollektiv

2020 ◽  
Vol 2020 (04) ◽  
pp. 4-12
Author(s):  
Gregor Lang-Wojtasik ◽  
Selina Schönborn
Keyword(s):  
Citizenship Education ◽  
Global Citizenship ◽  
Global Learning ◽  
Development Education ◽  
Educational Work ◽  
Global Citizenship Education ◽  
The World ◽  
Future Potential ◽  
Globales Lernen ◽  
Point Of Departure

The current transformation challenges of the world span between communication offers of the world society and action-related options of the world community. The inseparable unity of their difference is marked by the construct of the global collective. This serves as the point of departure for questions concerning the future potential that is intended and expectable through education and learning and that is immanent to conceptions of globally oriented educational work. Thus, the type of framework moves into focus in which the concepts of development education, global learning and global citizenship education can flourish.

What Do We Ask of Global Citizenship Education? A Study of Global Citizenship Education in a Canadian University

2010 ◽  
Vol 3 (1) ◽  
pp. 5-22 ◽  
Author(s):  
Lynette Shultz
Keyword(s):  
International Relations ◽  
Deliberative Democracy ◽  
Citizenship Education ◽  
Global Citizenship ◽  
Educational Goal ◽  
Global Citizenship Education ◽  
Deliberative Dialogue ◽  
The World ◽  
Deliberative Processes ◽  
Equity And Inclusion

This article presents findings from a study of a Canadian university that has named 'global citizenship' as a key educational goal. Drawing on theories of globalization, deliberative democracy, and deliberative processes including discursive closure, this study examines the multiple demands made of 'global citizenship' in higher education and the subsequent educational projects that are designed to meet this educational goal. The research questioned whether discursive closure was being engaged to limit 'global citizenship' to a modernity project where, as the literature suggested, (neo) liberalism and universalism ultimately served to make the world the un-gated playground of the elite where they might work, play, and consume without national or local political and cultural restrictions. In contrast, we wondered whether these policy openings might also be reflections of shifts in practices toward justice, equity, and inclusion with considerations of the historical and cultural histories and legacies of international relations of colonialism and imperialism. Using deliberative dialogue as a data collection method, the researchers were able to surface educators' multiple understandings of global citizenship as well as possible discursive closure and/or emerging social justice in the courses, projects, and policies of this institution.

scholarly journals SOBRE PAULO FREIRE E OS ATUAIS DESAFIOS PARA A EDUCAÇÃO: entrevista com Carlos Alberto Torres

2017 ◽  
pp. 326-333
Author(s):  
Equipe Editorial Movimento - revista de educação
Keyword(s):  
Los Angeles ◽  
Citizenship Education ◽  
Buenos Aires ◽  
Global Citizenship ◽  
Paulo Freire ◽  
Sao Paulo ◽  
University Of California ◽  
São Paulo ◽  
Global Learning ◽  
Global Citizenship Education

Entrevista realizada com Carlos Alberto Torres, sociólogo nascido na Argentina, com Mestrado em Ciências Sociais, Doutorado em Educação Internacional e Desenvolvimento e pós-doutorado em Fundamentos Educacionais. Professor de Ciências Sociais e Educação Comparada na University of California, Los Angeles-UCLA. Diretor Fundador do Instituto Paulo Freire de São Paulo/BRA, Buenos Aires/ARG e da UCLA/USA. Autor de mais de 60 obras, ocupa a UNESCO Chair in Global Learning and Global Citizenship Education, na UCLA, desde 2015. A entrevista recupera a convivência entre o entrevistado e Freire, a recepção às ideias do educador pernambucano na UCLA, problematizando, ainda, questões centrais para uma agenda educacional na atualidade.

Emergent constellations: Global citizenship education and outrospective fluency

2018 ◽  
Vol 17 (2) ◽  
pp. 134-147 ◽  
Author(s):  
Nicholas Palmer
Keyword(s):  
Learning Community ◽  
Citizenship Education ◽  
Teaching And Learning ◽  
Global Citizenship ◽  
Communicative Action ◽  
Essential Element ◽  
First Century ◽  
Global Learning ◽  
Global Citizenship Education ◽  
The Individual

Global citizenship education (GCE) is an essential element of twenty-first-century teaching and learning. For some, GCE signifies an attitude of cosmopolitan purpose, placing humanity ahead of self. For others, GCE embodies a fractured sense of both learner and educator identity. For a third group, GCE is a critical interrogation of pervasive norms. How schools practise GCE, despite globalised rhetoric, poses challenges for educators and students alike. In this article, research is presented from an ongoing study into the activation of GCE in a single international school. The conceptualisation developed as part of the research is aimed at reconciling the individual learner and the learning community, without losing the strengths of either. Underpinned by Habermas’ (1984) Theory of Communicative Action and Krznaric’s (2014) outrospective empathy, outrospective GCE features pathways towards mindful-yet-active global learning. The conceptualisation presented in this article, although reflective of universal ideas, does not account for all cases and contexts. Instead, outrospective GCE applies to educators seeking a means of engaging with and enlivening situated GCE innovation.

scholarly journals Promoting Global Citizenship through an Information-Based Focus on United Nations International Events

2018 ◽  
Vol 59 ◽  
pp. 01003 ◽  
Author(s):  
Allen V. Del Carmen ◽  
Joevel A. Bartolome
Keyword(s):  
Young People ◽  
United Nations ◽  
Citizenship Education ◽  
Global Citizenship ◽  
International Peace ◽  
Marshall Mcluhan ◽  
Global Citizenship Education ◽  
The World ◽  
The University ◽  
International Events

Rapid advances in technology, information, and transportation have made true what was once just an idea. This was popularized by communication scholar Marshall McLuhan into a reality. These advances have consequently helped develop global citizenship education. With this development comes the realization that young people need not go out of their country to embrace global citizenship. What Journalism and Print Media students at the University of St. La Salle did to heighten their global citizenship education was to use mass and social media to promote selected international events of the United Nations under the project, ―Connecting… Informing… We Are Citizens of the World‖. The feedback of the students show that such approach is an effective tool in making young people aware and be involved in the discussion and action for social justice and peace, which are requisites of global citizenship. This paper hopes to share with other S-L advocates, especially those in Communication programs that they can be vital channels in promoting global citizenship among their students as well as strategies they can use, and consequently, contribute to efforts toward the attainment of international peace, unity amid diversity and development.

Seeing the forest for the trees: The International Baccalaureate Primary Years Programme exhibition and Global Citizenship Education

2016 ◽  
Vol 15 (3) ◽  
pp. 208-223 ◽  
Author(s):  
Nicholas Palmer
Keyword(s):  
Citizenship Education ◽  
International Baccalaureate ◽  
Global Citizenship ◽  
Communicative Action ◽  
Current Theory ◽  
Fifth Grade ◽  
Small Scale ◽  
Global Learning ◽  
Global Citizenship Education ◽  
Primary Years Programme

The purpose of this research was to determine the depth and scope of Global Citizenship Education (GCE) through the International Baccalaureate (IB) Primary Years Programme (PYP) exhibition. The small-scale qualitative study describes how a fifth-grade cohort and teachers at The International School of Azerbaijan uncover GCE in situ. Drawing on GCE literature, including Irene Davy’s IB position paper and UNESCO’s Global Citizenship: Education Topics and Learning Objectives, the study seeks to align current theory on GCE and the components of the exhibition. The research is underpinned by communicative action and reflection, denoting a critical stance on epistemology. The resulting conceptual GCE framework positions authentication, co-creation and substantiation as key enabling features of the PYP exhibition. As the presented framework is based on practice, the key assertions are applicable to educators, schools and networks seeking to enliven contextual modes of global learning.

Global Citizenship Education in the Era of Globalization

2020 ◽  
pp. 274-291
Author(s):  
Titus Ogalo Pacho
Keyword(s):  
Citizenship Education ◽  
Global Citizenship ◽  
Research Approach ◽  
Ripple Effects ◽  
Global Citizenship Education ◽  
Global Citizens ◽  
The World ◽  
Education And Development ◽  
Development Discourses

Global citizenship education (GCE) has become an important topic in education and development discourses in an increasingly globalised world. Globalisation has affected the world socially, culturally, economically, politically, environmentally, and technologically. This calls for education that can empower learners to become engaged global citizens: learners who can understand that factors like globalisation, the global economic crisis, the refugee crisis, and climate change challenge traditional boundaries because of their ripple effects. Global citizenship education becomes an important tool to aid learners' appreciation the interconnectedness of the world and its diverse cultures, and their role in responding to global challenges. The aim of global citizenship education is to create active and responsible global citizens. Based on a qualitative research approach, this chapter discusses the concepts of global citizenship, global citizenship education, and the role of global citizenship education in sustainable development.

Evaluating the impact of global citizenship education programmes: A synthesis of the research

2021 ◽  
pp. 174619792110000
Author(s):  
Eman I Ahmed ◽  
Amal Mohammed
Keyword(s):  
Citizenship Education ◽  
Global Citizenship ◽  
Global Learning ◽  
Inclusion Criteria ◽  
Global Citizenship Education ◽  
Electronic Search ◽  
Evaluation Programme ◽  
The Us ◽  
K 12 ◽  
The Impact

Given the calls to reinforce the accountability of education programmes, this review evaluated studies that evaluated K-12 global citizenship education (GCED) programmes to assess the evidence that such programmes improved the students’ global learning. There are no current reviews assessing the impact of GCED programmes in the US. The authors conducted an electronic search in the educational databases to review the studies that addressed the impact of GCED programmes between 2000 and 2019. We reviewed the abstracts based on specific criteria: 33 studies met the inclusion criteria. Most of the studies were rejected because they did not provide the whole information about the programmes. The final 22 studies were selected because they provided the complete description about the evaluation programme of GCED. The review examined the components and the measures of the programmes, the approaches for collecting and analyzing data. The outcomes of the evaluated programmes support the claim that these programmes succeeded in improving students’ global learning. However, our analysis revealed flaws in the studies evaluating the impact of the GCED programmes.

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