scholarly journals Are WE the world? A critical reflection on selfhood and global citizenship education

2016 ◽  
Vol 24 ◽  
pp. 56 ◽  
Author(s):  
Chenyu Wang ◽  
Diane M. Hoffman
Keyword(s):  
High School ◽  
Social Class ◽  
Citizenship Education ◽  
Critical Reflection ◽  
Global Citizenship ◽  
Global Citizenship Education ◽  
The World ◽  
Class Privilege ◽  
School Curricula

Although much debate exists on the conceptualization, nature, and goals of global citizenship education, there has been widespread support for incorporating ideals of global citizenship into the practices, texts, and curricula of U.S. schools and universities. This article offers an interpretive discourse-based critique of ideas of selfhood underlying global citizenship education. Based on analyses of two U.S. high school curricula and materials available on websites devoted to global citizenship, we develop a critique of universalizing constructs of selfhood that underlie global citizenship discourse.  These assumptions obscure reflection on dynamics of social class privilege that shape global citizenship activism and situate global citizenship education as a potentially counter-productive neoliberal discourse. The article concludes with recommendations for practitioners interested in developing a more self-reflective and critical global citizenship education.

Practitioner perspectives on learning for social change through non-formal global citizenship education

2017 ◽  
Vol 13 (1) ◽  
pp. 81-97 ◽  
Author(s):  
Eleanor J Brown
Keyword(s):  
Social Justice ◽  
Social Change ◽  
Transformative Learning ◽  
Citizenship Education ◽  
Critical Reflection ◽  
Formal Education ◽  
Global Citizenship ◽  
Small Individual ◽  
Global Citizenship Education ◽  
The Social

This article engages with debates about transformative learning and social change, exploring practitioner perspectives on non-formal education activities run by non-governmental organisations. The research looked at how global citizenship education practitioners met their organisation’s goals of change for social justice through educational activities. This education is sometimes criticised for promoting small individual changes in behaviour, which do not ultimately lead to the social justice to which it pertains to aim. Findings suggest that this non-formal education aims to provide information from different perspectives and generate critical reflection, often resulting in shifts in attitudes and behaviour. While the focus is often on small actions, non-formal spaces opened up by such education allow for networks to develop, which are key for more collective action and making links to social movements. Although this was rarely the focus of these organisations, it was these steps, often resulting from reflection as a group on personal actions, which carried potentially for social change.

scholarly journals What are the critical dimensions in Ghana's senior high school social studies curriculum? Under the lens of a critical global citizenship education framework

2019 ◽  
Vol 11 (2) ◽  
pp. 142-158 ◽  
Author(s):  
Simon Eten Angyagre ◽  
Albert Kojo Quainoo
Keyword(s):  
Social Studies ◽  
Citizenship Education ◽  
African Country ◽  
Global Citizenship ◽  
Social Studies Curriculum ◽  
Critical Dimensions ◽  
Global Citizenship Education ◽  
The Social ◽  
Sub Saharan ◽  
School Curricula

A review of school curricula approaches to citizenship formation in a sub-Saharan African education context reveals such practice is still largely focused on a traditional social studies approach. This approach to citizenship development may be limiting in terms of potential to foster students' civic competencies for addressing social injustice associated with the impacts of globalization that impinge on local realities. Drawing on a critical global citizenship education (GCE) framework and GCE core conceptual dimensions developed by UNESCO, this study assessed the critical dimensions of the social studies curriculum for secondary education in one sub-Saharan African country. Through interviews with teachers, focus groups with students and a review of the social studies teaching syllabus, the study revealed limitations in both content and the pedagogical approach to the delivery of Ghana's current social studies curriculum for senior high schools.

What Do We Ask of Global Citizenship Education? A Study of Global Citizenship Education in a Canadian University

2010 ◽  
Vol 3 (1) ◽  
pp. 5-22 ◽  
Author(s):  
Lynette Shultz
Keyword(s):  
International Relations ◽  
Deliberative Democracy ◽  
Citizenship Education ◽  
Global Citizenship ◽  
Educational Goal ◽  
Global Citizenship Education ◽  
Deliberative Dialogue ◽  
The World ◽  
Deliberative Processes ◽  
Equity And Inclusion

This article presents findings from a study of a Canadian university that has named 'global citizenship' as a key educational goal. Drawing on theories of globalization, deliberative democracy, and deliberative processes including discursive closure, this study examines the multiple demands made of 'global citizenship' in higher education and the subsequent educational projects that are designed to meet this educational goal. The research questioned whether discursive closure was being engaged to limit 'global citizenship' to a modernity project where, as the literature suggested, (neo) liberalism and universalism ultimately served to make the world the un-gated playground of the elite where they might work, play, and consume without national or local political and cultural restrictions. In contrast, we wondered whether these policy openings might also be reflections of shifts in practices toward justice, equity, and inclusion with considerations of the historical and cultural histories and legacies of international relations of colonialism and imperialism. Using deliberative dialogue as a data collection method, the researchers were able to surface educators' multiple understandings of global citizenship as well as possible discursive closure and/or emerging social justice in the courses, projects, and policies of this institution.

scholarly journals Promoting Global Citizenship through an Information-Based Focus on United Nations International Events

2018 ◽  
Vol 59 ◽  
pp. 01003 ◽  
Author(s):  
Allen V. Del Carmen ◽  
Joevel A. Bartolome
Keyword(s):  
Young People ◽  
United Nations ◽  
Citizenship Education ◽  
Global Citizenship ◽  
International Peace ◽  
Marshall Mcluhan ◽  
Global Citizenship Education ◽  
The World ◽  
The University ◽  
International Events

Rapid advances in technology, information, and transportation have made true what was once just an idea. This was popularized by communication scholar Marshall McLuhan into a reality. These advances have consequently helped develop global citizenship education. With this development comes the realization that young people need not go out of their country to embrace global citizenship. What Journalism and Print Media students at the University of St. La Salle did to heighten their global citizenship education was to use mass and social media to promote selected international events of the United Nations under the project, ―Connecting… Informing… We Are Citizens of the World‖. The feedback of the students show that such approach is an effective tool in making young people aware and be involved in the discussion and action for social justice and peace, which are requisites of global citizenship. This paper hopes to share with other S-L advocates, especially those in Communication programs that they can be vital channels in promoting global citizenship among their students as well as strategies they can use, and consequently, contribute to efforts toward the attainment of international peace, unity amid diversity and development.

Global Citizenship Education in the Era of Globalization

2020 ◽  
pp. 274-291
Author(s):  
Titus Ogalo Pacho
Keyword(s):  
Citizenship Education ◽  
Global Citizenship ◽  
Research Approach ◽  
Ripple Effects ◽  
Global Citizenship Education ◽  
Global Citizens ◽  
The World ◽  
Education And Development ◽  
Development Discourses

Global citizenship education (GCE) has become an important topic in education and development discourses in an increasingly globalised world. Globalisation has affected the world socially, culturally, economically, politically, environmentally, and technologically. This calls for education that can empower learners to become engaged global citizens: learners who can understand that factors like globalisation, the global economic crisis, the refugee crisis, and climate change challenge traditional boundaries because of their ripple effects. Global citizenship education becomes an important tool to aid learners' appreciation the interconnectedness of the world and its diverse cultures, and their role in responding to global challenges. The aim of global citizenship education is to create active and responsible global citizens. Based on a qualitative research approach, this chapter discusses the concepts of global citizenship, global citizenship education, and the role of global citizenship education in sustainable development.

scholarly journals Global citizenship education within a context of accountability and 21st century skills: The case of Olympus High School

2016 ◽  
Vol 24 ◽  
pp. 57 ◽  
Author(s):  
Marzia Cozzolino DiCicco
Keyword(s):  
High School ◽  
Public Schools ◽  
Citizenship Education ◽  
Global Economy ◽  
Global Citizenship ◽  
Reform Process ◽  
Public High School ◽  
Global Citizenship Education ◽  
Global Citizens ◽  
School Year

This article addresses the present gap in empirical research on the possibilities and challenges of global citizenship education in U.S. public schools by presenting findings from a five-year, ethnographic case study. The setting for this study is Olympus High School, a small, suburban public high school in Pennsylvania. Beginning in the 2009–2010 school year, Olympus undertook a reform initiative to integrate teaching about the world into its curricular offerings. Although Olympus is just one case, the story of Olympus’s reform process reveals the inherent tension between preparing students to be knowledge workers in the global economy and preparing them to be active participants in global civil society. It also illustrates how test-based accountability and alignment to standards can impede efforts to broaden the curriculum in the interest of developing knowledgeable, responsible, and critically minded global citizens.  

Protest songs about the Iraq War: An effective trigger for critical reflection?

2018 ◽  
Vol 14 (2) ◽  
pp. 179-195 ◽  
Author(s):  
José-María Esteve-Faubel ◽  
Tania Josephine Martin ◽  
Rosa-Pilar Esteve-Faubel
Keyword(s):  
Transformative Learning ◽  
Digital Media ◽  
Citizenship Education ◽  
Iraq War ◽  
Critical Reflection ◽  
Global Citizenship ◽  
Educational Policies ◽  
Global Citizenship Education ◽  
Education Design ◽  
The Impact

The question of developing educational policies that involve training people to be capable of critical reflection and skilled in approaching the discussion-debate binomial, with the overall goal of achieving learning which is of a transformative kind, is currently embraced by the transdisciplinary paradigm known as Global Citizenship Education. This qualitative study investigates the impact of protest or topical songs released in response to the Iraq War on a cohort of university students and explores whether these songs could be useful in Global Citizenship Education. The results of the study emphasize the value of these types of songs as triggers for transformative learning, because, independently of respective national educational policies or the possible influence of the mass and digital media, these songs were shown to tap into an underlying set of universal values, rights and attitudes among citizens that drive the need for Global Citizenship Education design and evaluation.

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.

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