Managing Soils to Address Global Issues of the Twenty-First Century

Guidance for authors

INTERdisciplina ◽

10.22201/ceiich.24485705e.2014.2.46564 ◽

2014 ◽

Vol 2 (2) ◽

Author(s):

Redacción CEIICH-UNAM

Keyword(s):

Interdisciplinary Research ◽

Critical Reflection ◽

First Century ◽

Interdisciplinary Work ◽

Global Issues ◽

Points Of View ◽

Twenty First Century

<strong>INTERdisciplina </strong><span>publishes papers which are the result of interdisciplinary research and critical reflection involving the interaction between science and the humanities, concerning major national and global issues, and generating propositions for their solution. Also, reasoned reflections on the implications of interdisciplinary work from theoretical, epistemological, methodological and practical points of view, and analyses of conceptions of the transformation of thought forms and organization of knowledge and learning in the twenty first century. Critical analyses of processes involved in the integration of knowledge are also welcome.</span>

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Educating for global citizenship: Australia as a case study

International Journal of Development Education and Global Learning ◽

10.18546/ijdegl.11.1.07 ◽

2019 ◽

Vol 11 (1) ◽

pp. 103-119

Author(s):

Ruth Reynolds ◽

Suzanne Macqueen ◽

Kate Ferguson-Patrick

Keyword(s):

Primary School ◽

Citizenship Education ◽

Global Citizenship ◽

First Century ◽

Good Work ◽

Global Citizens ◽

Global Issues ◽

Twenty First Century

Twenty-first-century teaching prepares students for a globalized existence. The long-established goal of schooling to prepare a responsible citizenry who strive for the benefit of the community must now be extended, assisting students to become global citizens, equipped to deal with global issues. This article investigates how civics and citizenship education is addressed in curricula; in particular, to what extent the ongoing issue of supporting a critical citizenry, locally and globally, is addressed. Using Australia as a case study, we present an analysis of selected Australian primary school (ages 5–12) curriculum documents to determine the extent of commitment to educating for global citizenship specifically. While intentions are good, work is needed to ensure that these are enacted within schools.

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