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.
During the Covid-19 crisis, stereotypical images of young people as selfish troublemakers or passive victims appeared in the media and scholarly publications. These persistent views disregard many young people's authentic experiences and civic contributions. In this article, we challenge these perceptions by highlighting young people's acts of citizenship during the pandemic lockdowns that took place during 2020 in Aotearoa New Zealand. Despite being internationally praised for its compliant Covid-19 response, citizens were prepared to challenges the pandemic restrictions in order to have their voices heard. Young people were often at the forefront of these protests, wanting to actively participate in matters that concerned them by joining Black Lives Matter marches or campaigning to lower the voting age. At the same time, young people engaged in more personal and invisible acts of citizenship within their families and school communities. In this article, we share evidence from our empirical study into young people's social and political engagement during the Covid-19 lockdowns in Aotearoa New Zealand. Implications of this study for citizenship education are discussed.
Heritage education has been viewed as an aspect associated to the building of local and national identities, but there has been little exploration of the way it relates to Global Citizenship Education. This chapter explores this relationship in theoretical terms, through documentary review and analysis from a socio-critical perspective. One of the initial conclusions is that heritage education is associated with art history and is the work of formal and informal education institutions. Another more in-depth conclusion is that there are relationships between these two types of education that share the common thread of identity-building and participation, which ties in with recognition of the changes caused to societies through globalisation. The chapter concludes with a series of questions asking whether it is possible to conceive a global heritage or identity.
Implementing global citizenship education policy: The bargaining process of NGOs in some European Countries
