Abstract
This article provides a conceptual analysis of the two domains of global citizenship education and adult education and learning, along with their similarities and differences. It begins by unpacking the ambiguous and contested concept of global citizenship education and proposing a critical vision of it, within a global social justice framework. Against this backdrop, the article argues for re-conceptualizing adult education and learning as global citizenship education, instead of considering the latter to be one of the key issues of the former. Their structural link is grounded in their common epistemological nature. The domains are interlocked to the extent that both (1) promote active citizenship skills, (2) strive towards equality and social justice on a global level and (3) adopt a values-based approach and promote transformative learning. In conclusion, an original ‘Four-dimensions approach to adult education and learning as global citizenship education’ conceptual model is advanced potentially to inform policymakers, practitioners and researchers. The model is made up of four basic components of adult education and learning as global citizenship education, namely: aims and scope (what for), contents and skills (what), processes and pedagogies (how), actors and learning environments (who).
Highlights
Global citizenship education and adult learning and education refer respectively to widely recognized domains of political and professional concerns
In this article we have engaged in a conceptual analysis of what is usually seen as two distinct domains for policy and practice: global citizenship education and adult learning and education
In so doing we have developed an argument that overcomes the functionalist view that considers global citizenship education as a key issue or one of the domains of adult learning and education
Summary
Global citizenship education and adult learning and education refer respectively to widely recognized domains of political and professional concerns. Schreiber-Barsch and Mauch’s (2019) approach resonates with the conditions addressed above, under which global citizenship education and adult learning and education share a common epistemological nature Both seek to promote active citizenship skills to enhance participation, aim at equality and social justice at global level and adopt a transformative and values-based approach. Values-based approaches that foster transformative learning can be regarded both as a tool to equip young people and adult teachers, trainers and educators with the knowledge, skills and abilities required to improve learning experiences and as a political apparatus for achieving curriculum change All this analysis calls for policymakers to identify relevant ministries to coordinate multi-stakeholder’ global citizenship education platforms at national and local levels, involving all interested parties across adult learning and education’s learning environments (formal, non-informal, informal). What is imperative is to ensure that adult learning and education is included in this discussion; it can significantly enrich the discussion on measuring the Agenda progress with its well-established tradition of formative, local and non-standard learning assessment
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