Algerian Higher Education Instructors Perceptions Towards Incorporating Global Citizenship Education In ELT Courses

2021 ◽  
pp. 315
Author(s):  
Zeyneb Khaldi
Keyword(s):  
Higher Education ◽  
Citizenship Education ◽  
Global Citizenship ◽  
Global Citizenship Education

Difference and Conflict in Global Citizenship in Higher Education in Canada

2009 ◽  
Vol 2 (3) ◽  
pp. 5-24 ◽  
Author(s):  
Vanessa Andreotti ◽  
David Jefferess ◽  
Karen Pashby ◽  
Cash Rowe ◽  
Paul Tarc ◽  
...  
Keyword(s):  
Higher Education ◽  
National Identity ◽  
Citizenship Education ◽  
Global Citizenship ◽  
Higher Education Institutions ◽  
Research And Practice ◽  
Global Citizenship Education

This paper presents a multi-voiced response to the question: how might conflict and difference be conceptualised in global citizenship education (GCE) imaginaries in Canada? It offers responses from six educators engaged with GCE research and practice in higher education institutions in Canada. The responses address different angles and issues related to difference and GCE, such as multiculturalism, (neo) colonialism, paternalism, indigeneity, internationalism, neoliberalism, benevolence and national identity building in Canada.

Global Citizenship and Higher Education: A Scoping Review of the Empirical Evidence

2018 ◽  
Vol 22 (5) ◽  
pp. 472-492 ◽  
Author(s):  
Dell Horey ◽  
Tracy Fortune ◽  
Toula Nicolacopoulos ◽  
Emiko Kashima ◽  
Bernice Mathisen
Keyword(s):  
Higher Education ◽  
Scoping Review ◽  
Citizenship Education ◽  
Global Citizenship ◽  
Empirical Studies ◽  
Global Citizenship Education ◽  
Educational Travel ◽  
The Arts ◽  
Conceptual Clarity ◽  
Professional Degrees

Student attainment of capabilities associated with global citizenship remains a priority for higher education institutions. We report on a scoping review of empirical studies to explore how global citizenship is understood and enacted in higher education. The 29 included studies span the arts, psychology and social sciences, professional degrees, purpose-designed global citizenship courses, and community development, service, and educational travel programs. Notwithstanding considerable diversity in study aims, methodology, and how global citizenship was described, we were able to discern an overarching framework to describe the theoretical contributions to global citizenship education. Our findings contribute to building conceptual clarity both for educators charged with developing curricula and for higher education researchers seeking to explore and evaluate the outcomes of global citizenship education.

scholarly journals Global Citizenship Education in Pakistan: Awareness, Attitude and Challenges

2020 ◽  
Vol V (III) ◽  
pp. 315-326
Author(s):  
Tahira Saddiqa ◽  
Muhammad Nadeem Anwar ◽  
Asma Khizar
Keyword(s):  
Higher Education ◽  
Public Sector ◽  
Curriculum Development ◽  
Citizenship Education ◽  
Positive Attitude ◽  
Global Citizenship ◽  
Higher Education Institutions ◽  
Descriptive Statistics ◽  
Global Citizenship Education ◽  
The Government

This study was attempted to analyze teacher's awareness, attitude and challenges in implementing Global Citizenship Education in Pakistan. A questionnaire was constructed and filled by teachers of ten public sector universities of Punjab. Perceptions of two hundred and thirty-five teachers were analyzed using descriptive statistics. The findings were highlighting that teachers showed a low level of awareness towards global citizenship education; however positive attitude towards global citizenship education was counted. Implementation of GCE is essential in order to prepare a civilized generation. However, there are some challenges teachers have encountered in implementing Global Citizenship Education in higher education institutions, such as inadequate environment, no provision in education police to teach it as a subject and lack of training regarding GCE. In order to promote GCE in Pakistan, the government may adopt the Canadian/USA/Australian or England roadmap or may use material and support provided by Qualifications and Curriculum Development Agency (QCA) for executing GCE.

scholarly journals INDUSTRIAL REVOLUTION 4.0 AND GLOBAL CITIZENSHIP EDUCATION IN VIETNAM TODAY

2020 ◽  
Vol 7 (3) ◽  
pp. 341-351
Author(s):  
TOAN NGUYEN THI ◽  
NGA LE THI QUYNH
Keyword(s):  
Higher Education ◽  
High School ◽  
Citizenship Education ◽  
Industrial Revolution ◽  
Global Citizenship ◽  
High School Education ◽  
Global Citizenship Education ◽  
Global Citizens ◽  
Contemporary World ◽  
The Impact

Beginning with analyzing the nature and effects of the Industrial Revolution 4.0 to the contemporary world, the article shows the impact of this revolution on the formation and development of the generation of global citizens. Thereby, the global citizenship education in Vietnam today which is clarified and reflected in the renovation of high school education and higher education.

scholarly journals Questioning Global Citizenship Education in the Internationalization Agenda

2019 ◽  
Vol 12 (3) ◽  
pp. 73-89 ◽  
Author(s):  
Gabriela Freire Oliveira Piccin ◽  
Kyria Rebeca Finardi
Keyword(s):  
Higher Education ◽  
Citizenship Education ◽  
Global Citizenship ◽  
Internationalization Of Higher Education ◽  
Learning Spaces ◽  
Critical Perspective ◽  
Global Citizen ◽  
Global Citizenship Education

The present paper provides a reflection on global citizenship education (GCE) in the internationalization agenda. With that aim, the internationalization of higher education (IHE) is discussed from a critical perspective, mainly informed by postcolonial and decolonial studies. More specifically, the paper addresses GCE issues related to criticisms that have been raised against it in terms of (1) its different educational approaches, (2) its cosmopolitan bias with its (3) ideological frame of the so-called “global citizen”. Some alternatives to mainstream approaches to GCE and IHE are offered in the conclusion, based on the contributions of Stein (2017), Andreotti (2015) and Fiedler (2007), who advocate for the otherwise approach and/or postcolonial learning spaces.

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