306,779 research outputs found

    Global citizenship education in school curricula. A Polish perspective

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    The purpose of this study is to present global citizenship education from a Polish perspective. Analyzing the issue, the first part of this paper presents the development of citizenship education, followed by the current status of global citizenship education in Polish schools. In the second part of the study I draw attention to national curricula and other supporting documents published after 1945, to verify whether issues of global citizenship education in Poland are included in the curricula, and if so, what they highlight. I then argue that global citizenship education in Poland is based on a framework of world-centered perspectives within a national context. In this understanding, global citizenship education is aimed at creating citizens who are members of the world community, without giving up their own national identity. The Polish perspective on global citizenship education urges pupils to consider global problems as part of the challenges of their own country, and offers the perception of local and global problems being linked and complementary to each other.The inspiration to write this paper came from the research work I undertook as part of the international Erasmus+ project, ‘Future Youth School Forums’, led by Oxfam UK, funded with the support of the European Commission and the Polish Ministry of Science and Higher Education

    Global Citizenship Education als transformative Bildung

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    Global Citizenship Education gewinnt als pädagogisches Forschungs- und Praxisfeld international zunehmend an Bedeutung. Der Beitrag diskutiert Global Citizenship Education als transformative Bildung und thematisiert dabei die Begriffe Citizenship, Global Citizenship und demokratische Teilhabe. Global Citizenship Education wird verstanden als global orientierte politische Bildung, die ein historisch-selbstreflexives Element beinhaltet und die Perspektive des Post-Kolonialismus integriert. Abschließend wird die weitere kritische Auseinandersetzung von Global Citizenship Education mit ethischen Orientierungen als kulturelle Dimension von Transformationsprozessen angeregt. (DIPF/Orig.)Global Citizenship Education is an educational research and practice field with increasing international importance. This article discusses Global Citizenship Education as transformative learning, focusing on the terms citizenship, global citizenship and democratic participation. Global Citizenship Education is conceptualized as a globally oriented citizenship education which includes a historical, self-reflective element and integrates also the perspective of post-colonialism. To conclude, the further engagement of Global Citizenship Education in discussing ethical orientations as the cultural dimension of transformation processes is suggested. (DIPF/Orig.

    Conceptualisations of global citizenship and global citizenship education: Does lack of clarity impact global citizenship education in Aotearoa New Zealand?

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    This article explores conceptualisations of global citizenship and global citizenship education and questions whether a lack of clarity impacts global citizenship education in Aotearoa New Zealand. Drawing attention to the multiplicity of meanings associated with these phenomena, it argues that the lack of consensus surrounding the notion of global citizenship hinders the implementation of standardised and consistent global citizenship education in Aotearoa New Zealand. The discussion considers the foundation of global citizenship and global citizenship education, highlighting the tensions in reaching global consensus on their definitions. This article contributes to the debates on global citizenship and global citizenship education, particularly focusing on implications for global citizenship education in Aotearoa New Zealand

    A Literature Review of Global Citizenship Education

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    This article reviews research trends in global citizenship education. Global education, Education for International Understanding, and Citizenship education have related to and influenced each other. Global education spread after 1945 as Education for International Understanding was promoted by UNESCO. UNESCO promoted Global citizenship education because of the agenda of sustainable development and limitation of Education for International Understanding in the era after the cold war. There are a huge number of global citizenship education theories. This article tries to find a perspective to explore an analytical framework based on students’ ideas of global citizenship. The paper concludes that further research is required on the theory of moral global citizenship with regards to investigating not only the normative aspect of global citizenship but also critical literacy for global citizenship norms

    Citizenship, democracy and social justice: A conversation with Maria Olson

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    Maria Olson is a researcher and lecturer in Education at Stockholm University and the University of Skövde, Sweden. Her areas of interest include democracy and citizenship in relation to education. Her major fields are educational theory and educational philosophy. Her current publications include most recently a series of papers that develop themes of citizenship, democracy and social justice, including: “Citizenship Education without Citizenship? The Migrant in EU Policy on Participatory Citizenship – Toward the Margin through ‘Strangification,’” in R. Hedke and T. Zimenkova (eds.), Education for Civic and Political Participation: A Critical Approach (pp. 155–170). London: Routledge, 2012; “Citizenship ‘in Between’: The Local and the Global Scope of European Citizenship in Swedish Educational Policy,” in S. Goncales and M. A. Carpenter (eds.), Intercultural Policies and Education (pp. 193–203). New York: Peter Lang, 2012; “The European ‘We’: From Citizenship Policy to the Role of Education,” Studies in Philosophy and Education 31(1), 77–89, 2012; “Opening Discourses of Citizenship Education: Theorizing with Foucault” (with Nicoll, K., Fejes, A., Dahlstedt, M. & Biesta, G. J. J.), Journal of Education Policy, 2013 (forthcoming); “Democracy Lessons in Market-oriented Schools: The Case of Swedish Upper Secondary Education,” Education, Citizenship and Social Justice, online first, Doi: 10.1177/17461979134836842013 (with Lundahl, Lisbeth), 2013; “What Counts as Young People’s Civic Engagement in Times of Accountability? On the Importance of Maintaining Openness about Young People’s Civic Engagement in Education,” in M. Olson (ed.), Theme: Citizenship Education under Liberal Democracy. Utbildning & Demokrati [Education & Democracy] 21(1), 29–55, 2012

    Education for Global Citizenship. New ways to think, to act, to learn

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    In this article the author introduces a pilot project for international educational partnership in the field of Education for Global Citizenship outlining not only the project itself but its conceptual background. (DIPF/Orig.)In diesem Beitrag stellt die Autorin das Projekt Education for Global Citizenship vor. Dieses Projekt kann im Bereich internationaler pädagogischer Partnerschaften als Pilotprojekt angesehen werden. Es wird sowohl das Projekt selbst als auch sein konzeptioneller Hintergrund beschrieben. (DIPF/Orig.

    GLOBAL CITIZENSHIP EDUCATION: PARENTS’ REFLECTIONS

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    The paper aims to contribute to the understanding of the concept global citizenship education. Global citizenship education is defined as democratic and sustainable education that pursues to educate a global citizen who is able to perceive the processes of the modern society, to demonstrate a positive attitude and to adapt to the global environment.It is emphasised that global citizenship is a factor ensuring development of a global citizen and his/her functioning within the global context. The analysis of the European and Lithuanian documents revealed that global citizenship education has to be initiated at the pre-primary school because children aged 5- to 7-years are capable to form/construct new global skills. Thus, to have global citizenship education integrated into the pre-primary school education is a must, but still gaps and obstacles exist.The objectives of the research are to investigate how the parents of pre-primary school aged children perceive the concept global citizenship. Data for this research were collected using the qualitative method - an interview. A major advantage of an interview is that this method allows to investigate parents' individual perception of global citizenship education.The most interesting aspect of the data gathered is that parents do not demonstrate complete understanding of global citizenship education and majority of them are not completely familiar with this phenomenon. They relate global citizenship education to travelling and living abroad, to knowledge of other countries/cultures and specific social issues such as pollution, discrimination, poverty.  Taking into consideration the complexity of this process the parents’ perception is insufficient. Therefore, further study has to be initiated regarding teachers’ attitude to initiation and implementation of global citizenship education into the curriculum of the pre-primary school.

    Global Citizenship Education conceptualisation in curriculum guidelines of the New Zealand Curriculum

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    Global Citizenship Education is a significant theme in the United Nations Educational Sustainable Development Goal #4. The aim of the goal is “to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” (UNESCO, 2015b). This article provides an insight into where and how notions of Global Citizenship and Global Citizenship Education are represented within the New Zealand Curriculum. The systematic review of the document’s content and learning objectives, themes, and categories were based on the thematic framework proposed by Cox and Browes. These were generated utilising UNESCO’s definitions of Global Citizenship Education and the International Association for the Evaluation of Educational Achievement’s international assessment studies of citizenship and civic education. In spite of the limitations of this research systematic review, that is, only the New Zealand Curriculum document is reviewed, this study adds some understandings of how and where Global Citizenship and Global Citizenship Education concepts exist at the curriculum level within Aotearoa New Zealand, making the suggestion of the incorporation of a Global Citizenship Education definition and concepts into the curriculum guideline documents to enhance the connection and fulfilment of Sustainable Development Goal #4

    A critical approach to global citizenship in initial teacher training in the UK

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    This paper compares the evidence and robustness of a critical approach to global citizenship in the English Initial Teacher Training (ITT) sector of school-based training with that of Higher Education-based training. In recent years there has been a shift in market from mainly Higher Education provision to equal allocation of provision between school-based and Higher Education-based providers. It is core to the arguments in this paper that the impact to ITT provided via a Higher Education Institution (HEI) is likely, by virtue of their global recruitment of students, to take a critical approach to global citizenship to ensure that their international reputations are not only maintained, but enhanced. It is also likely that this will reflect in the content of the university-based courses. Additional to this is that the HEI ITT awards are made at Masters level, which school-based training is unable to offer. The paper examines the contrasts between the local paradigm for school-based training and the national and international paradigm of the HEI route. The comparison will further identify underlying issues of the pathways, which may impact on preconceptions of students entering Higher Education in particular and as such assist in informing policy approaches to developing a critical approach to global citizenship both by HEIs and of students

    Global Citizenship Education conceptualisation in curriculum guidelines of the New Zealand Curriculum

    Get PDF
    Global Citizenship Education is a significant theme in the United Nations Educational Sustainable Development Goal #4. The aim of the goal is “to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” (UNESCO, 2015b). This article provides an insight into where and how notions of Global Citizenship and Global Citizenship Education are represented within the New Zealand Curriculum. The systematic review of the document’s content and learning objectives, themes, and categories were based on the thematic framework proposed by Cox and Browes. These were generated utilising UNESCO’s definitions of Global Citizenship Education and the International Association for the Evaluation of Educational Achievement’s international assessment studies of citizenship and civic education. In spite of the limitations of this research systematic review, that is, only the New Zealand Curriculum document is reviewed, this study adds some understandings of how and where Global Citizenship and Global Citizenship Education concepts exist at the curriculum level within Aotearoa New Zealand, making the suggestion of the incorporation of a Global Citizenship Education definition and concepts into the curriculum guideline documents to enhance the connection and fulfilment of Sustainable Development Goal #4
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