Abstract
This article outlines how the dimensions of global citizenship education (GCE) are reflected in future secondary school teachers’ analysis of news items. The question that guided the research was: When analysing a news item with global implications, do teachers in training use the dimensions of the critical global citizenship education model and which critical literacy achieve? The study used a mixed methodology. Content analysis was used to analyse the information, specifically the use of codes through descriptive and inferential statistics. The findings show that the majority of future secondary school teachers tend to take a socially committed perspective, while they take a critical stance or mobilise for social justice action to a lesser extent.
Highlights
In today’s world, people tend to understand that local and global social facts and problems are increasingly interrelated
This study found that the ways global citizenship education is understood and taught reflect the cultural and political contexts of each country, and that they take shape in three typologies: Content-centred, values-centred and competence-centred
We proposed a research question: When analysing a news item with global implications, do teachers in training use the dimensions of the critical global citizenship education model and which critical literacy achieve?
Summary
In today’s world, people tend to understand that local and global social facts and problems are increasingly interrelated. This is a reflection of the economic, political and cultural globalisation that the world has experienced in the past three decades (Pak 2013; Pak and Lee 2013; Stromquist and Monkman 2014). The framework review devised by Sklair (1999), Spring (2004) and Torres (2015) presents four main approaches to help us understand globalisation. They are neoliberalism, global culture, global systems and post-colonialist interpretations
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