scholarly journals Implementing global citizenship education policy: The bargaining process of NGOs in some European Countries

2022 ◽  
Vol 6 (1) ◽  
pp. 82-97
Author(s):  
Massimiliano Tarozzi
Keyword(s):  
Policy Implementation ◽  
Citizenship Education ◽  
Global Citizenship ◽  
European Countries ◽  
The Political ◽  
Educational Systems ◽  
Bargaining Process ◽  
Global Citizenship Education ◽  
Governmental Organizations ◽  
Non Governmental Organizations

This research looked at the growing space that Global Citizenship Education (GCE) is gaining in educational policy worldwide, and at the role Non-Governmental Organizations (NGOs) played in GCE agenda setting and policy implementation. Based on a comparative policy analysis carried out in 10 European countries, the political agency of NGOs was explored, underlining opportunities, tensions, and challenges, especially in their contribution to national strategies to integrate GCE into national educational systems.

scholarly journals Why words matter: Deconstructing the discourses of development education practitioners in development NGOs in Portugal

2018 ◽  
Vol 10 (1) ◽  
pp. 39-58 ◽  
Author(s):  
Dalila P. Coelho ◽  
João Carlos Pereira Caramelo ◽  
Isabel Menezes
Keyword(s):  
Citizenship Education ◽  
Global Citizenship ◽  
Development Education ◽  
Governmental Organizations ◽  
The North ◽  
Non Governmental Organizations ◽  
New Information ◽  
Nuanced Understanding ◽  
Development Ngos ◽  
Depth Interviews

Considering discursive transitions in development education, we discuss the main findings of a qualitative study with practitioners in Portuguese development non-governmental organizations, based on semi-structured in-depth interviews. Our goal was to understand practitioners' accounts of their field of action and the discursive transition between development and (global) citizenship. The research provides new information about the Portuguese situation and contributes to the reconceptualization debate. The analysis reinforces the complexity of the field, connected to its focus on processes, and its highly organic, personal and multidimensional nature. It also depicts a nuanced understanding of terms and an increasing identification with global citizenship education as an umbrella term for practitioners' action and an alternative to the North–South and development narratives attributed to development education.

scholarly journals Educating teachers towards global citizenship: A comparative study in four European countries

2019 ◽  
Author(s):  
Massimiliano Tarozzi ◽  
Benjamin Mallon
Keyword(s):  
Teacher Education ◽  
Global Citizenship ◽  
European Countries ◽  
Primary Teacher ◽  
Multiple Site ◽  
The Czech Republic ◽  
Governmental Organizations ◽  
Non Governmental Organizations ◽  
Professional Teacher

This article, derived from a larger EU-funded empirical research project, draws on a comparative analysis of pioneering global citizenship education (GCE) in-service primary teacher education programmes, as theorized and practised in four European countries, to explore how higher education institutions (HEIs), non-governmental organizations (NGOs) and participating teachers shape the development of content-based, competence-based and values-based approaches to teacher education. With reference to the multiple-site case study in Ireland, Austria, the Czech Republic and Italy, this article argues that, through investment, structural and institutional support and professional teacher education expertise, HEIs are, alongside NGOs and in-service teachers, pivotal actors in the collaborative development of GCE teacher education. The article concludes that successful collaborations can foster teacher agency through transformative, values-based approaches to GCE teacher education.

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