Global learning for global citizenship

2014 ◽  
pp. 37-60
Keyword(s):  
Global Citizenship ◽  
Global Learning

scholarly journals Coloniality-Decoloniality and Critical Global Citizenship: Identity, Belonging, and Education Abroad

2020 ◽  
Vol 32 (1) ◽  
pp. 33-59
Author(s):  
Eric Hartman ◽  
Nora Pillard Reynolds ◽  
Caitlin Ferrarini ◽  
Niki Messmore ◽  
Sabea Evans ◽  
...  
Keyword(s):  
Case Studies ◽  
Students Of Color ◽  
Global Citizenship ◽  
Interactive Effects ◽  
Cultural Humility ◽  
Global Learning ◽  
Education Abroad ◽  
Diversity And Inclusion ◽  
Local Justice ◽  
Diverse Community

This article draws on existing literature, a large, multi-institutional dataset, and several case studies to explore two empirical questions: Do students of color (SOC) differ from white students in statistically significant ways, in respect to the global learning goal of cultural humility? And what interactive effects do students and faculty from diverse backgrounds, diversity and inclusion advocacy, and diverse community contexts have on one another? We draw on existing literature and quantitative data to demonstrate that SOC tend to bring strengths to global learning experiences. We share several case studies to demonstrate how those strengths may lead to specific alliances regarding justice work in host communities, complicating any conception of students as visitors unattached to local justice struggles. Throughout the article, we draw on current literature and practice to present several questions at the intersections of education abroad, diversity, equity, inclusion, community-based global learning, and critical global citizenship.

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.

All the Difference in the World: In Search of a Critical Cosmopolitan Pedagogy for Global Citizenry

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Kaan Agartan ◽  
Alexander Hartwiger
Keyword(s):  
Global Economy ◽  
Global Citizenship ◽  
Pedagogical Practices ◽  
Global Learning ◽  
Global Citizen ◽  
Global Citizens ◽  
The World ◽  
Course Experience ◽  
The Difference ◽  
Global Citizenry

AbstractAs the idea of citizenship has become a token for increasingly exclusionary manifestations of national identity, this article is a call for higher education institutions to honor their commitment to cultivating global citizens, yet with significant caveats. We argue that the proliferation of global learning initiatives in an increasingly neoliberalized university promotes a particular type of global citizen: a well-trained employee with intercultural skills which facilitate access to the global economy, and a global consumer of world cultures with no true commitment to global social justice. By offering a critique of pedagogical principles upon which global citizenship education is currently built, this article aims to demonstrate that the obligation to produce critical and civically engaged global citizens is not only urgent but also possible through novel pedagogical practices. Drawing on a semester-long partnership between two linked courses, we conclude that the interdisciplinary linked-course experience not only helps students delve into a conversation with what it means to be a global citizen in ways not possible through conventional pedagogical practices, but also allows instructors to explore new spaces that humanize abstract formulations of global citizenship for an ethical imperative towards the world and all its inhabitants.

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 Learning in Austria: Towards a National Strategy and Beyond

2009 ◽  
Vol 2 (3) ◽  
pp. 45-58 ◽  
Author(s):  
Neda Forghani-Arani ◽  
Helmuth Hartmeyer
Keyword(s):  
Conceptual Framework ◽  
Citizenship Education ◽  
Global Citizenship ◽  
Policy Discourse ◽  
Strategy Development ◽  
National Strategy ◽  
Global Learning ◽  
Conceptual Approach ◽  
Process And Outcome ◽  
International Discourse

This paper discusses the development of Global Learning in Austria, paying special attention to the process and outcome of the major undertaking of developing a national strategy. The first part of the paper provides a descriptive outline of the contextual development, while the second part conjoins the description of the process of strategy development with policy discourse analysis to ask how the idea of a pedagogical response to globalisation affects policy and how engaging with policy affects that idea. The concept of Global Learning as defined in the strategy document is examined in its orientation and intent using a conceptual framework that highlights differing approaches to global citizenship education, in an attempt to situate the Strategy's conceptual approach in the broader international discourse.

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