Theory and Practice of Global Citizenship Education applying DCI in the US High School Classroom

2019 ◽  
Vol 63 ◽  
pp. 1-25
Author(s):  
Aeri Song
Keyword(s):  
High School ◽  
Citizenship Education ◽  
Global Citizenship ◽  
Theory And Practice ◽  
Global Citizenship Education ◽  
The Us ◽  
School Classroom ◽  
High School Classroom

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.  

Evaluating the impact of global citizenship education programmes: A synthesis of the research

2021 ◽  
pp. 174619792110000
Author(s):  
Eman I Ahmed ◽  
Amal Mohammed
Keyword(s):  
Citizenship Education ◽  
Global Citizenship ◽  
Global Learning ◽  
Inclusion Criteria ◽  
Global Citizenship Education ◽  
Electronic Search ◽  
Evaluation Programme ◽  
The Us ◽  
K 12 ◽  
The Impact

Given the calls to reinforce the accountability of education programmes, this review evaluated studies that evaluated K-12 global citizenship education (GCED) programmes to assess the evidence that such programmes improved the students’ global learning. There are no current reviews assessing the impact of GCED programmes in the US. The authors conducted an electronic search in the educational databases to review the studies that addressed the impact of GCED programmes between 2000 and 2019. We reviewed the abstracts based on specific criteria: 33 studies met the inclusion criteria. Most of the studies were rejected because they did not provide the whole information about the programmes. The final 22 studies were selected because they provided the complete description about the evaluation programme of GCED. The review examined the components and the measures of the programmes, the approaches for collecting and analyzing data. The outcomes of the evaluated programmes support the claim that these programmes succeeded in improving students’ global learning. However, our analysis revealed flaws in the studies evaluating the impact of the GCED programmes.

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 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.

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