Teaching for, as and of Global Citizenship and the question of education

Previous articleNext article No AccessEssay ReviewToward a Critical Global Citizenship Education Citizenship and the Challenge of Global Education by Audrey Osler and Kerry Vincent. Stoke‐on‐Trent: Trentham Books, 2002. 143 pp. $24.95 (paper). ISBN 1‐85856‐268‐6. Citizenship Education and the Curriculum edited by David Scott and Helen Lawson. Westport, Conn.: Ablex Publishing, 2002. 190 pp. $64.95 (cloth). ISBN 1‐56750‐651‐8. Learning Democracy and Citizenship: International Experiences edited by Michele Schweisfurth, Lynn Davies, and Clive Harbor. Oxford: Symposium Books, 2002. 304 pp. (Paper.) ISBN 1‐873927‐29‐0.Yvette V. LapayeseYvette V. Lapayese Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 47, Number 4November 2003 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/379495 Views: 682Total views on this site Citations: 23Citations are reported from Crossref © 2003 by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports the following articles citing this article:Thashika Pillay, Carrie Karsgaard Global citizenship education as a project for decoloniality, Education, Citizenship and Social Justice 30 (Apr 2022): 174619792210806.https://doi.org/10.1177/17461979221080606Mikko Mäntyneva Curriculum-Supporting Global Competence-Related Learning Based on PISA 2018, (Jan 2022): 122–138.https://doi.org/10.4018/978-1-7998-9542-8.ch008Ayana Allen-Handy, Shawnna L. Thomas-EL, Kenzo K. Sung Urban Youth Scholars: Cultivating Critical Global Leadership Development through Youth-Led Justice-Oriented Research, The Urban Review 53, no.22 (Mar 2020): 264–294.https://doi.org/10.1007/s11256-020-00568-wLisa J. Cary, Marc Pruyn Lived Citizenship and Democracy in Times of Retreat and Resistance, (Jul 2021): 27–45.https://doi.org/10.1007/978-3-030-71423-9_2Abdeljalil Akkari, Kathrine Maleq Rethinking Global Citizenship Education: A Critical Perspective, (Aug 2020): 205–217.https://doi.org/10.1007/978-3-030-44617-8_15Mehmet Aslan, Mark Van Ommen Advancing Diversity Through Global Citizenship Education and Interfaith Dialogue, (Aug 2020): 693–704.https://doi.org/10.1007/978-3-319-67828-3_75Md Tariqul Islam (Re)Searching for the development of a conceptual model of education for citizenship in the context of young people’s globalised mobility in higher education, Globalisation, Societies and Education 17, no.22 (Feb 2019): 194–207.https://doi.org/10.1080/14767724.2019.1583093Mehmet Aslan, Mark Van Ommen Advancing Diversity Through Global Citizenship Education and Interfaith Dialogue, (Aug 2019): 1–13.https://doi.org/10.1007/978-3-319-67905-1_75-1Jennifer R. Calhoun, Martin O’Neill, Alecia C. Douglas An Examination of Second Language Education Provision Among U.S. and European Hospitality and Tourism Management Schools, Journal of Hospitality & Tourism Education 7 (Mar 2018): 1–10.https://doi.org/10.1080/10963758.2018.1438901Carla L. Peck, Karen Pashby Global Citizenship Education in North America, (Jan 2018): 51–65.https://doi.org/10.1057/978-1-137-59733-5_4Giang Thi Phi, Michelle Whitford, Dianne Dredge, Sacha Reid Educating tourists for global citizenship: a microfinance tourism providers’ perspective, Tourism Recreation Research 42, no.22 (Feb 2017): 235–247.https://doi.org/10.1080/02508281.2017.1290738Veronica Boix Mansilla, Flossie SG Chua Signature Pedagogies in Global Competence Education: Understanding Quality Teaching Practice, (Oct 2016): 93–115.https://doi.org/10.1007/978-981-10-1673-8_5Jo-Anne Dillabough Gender, Social Justice and Citizenship in Education: Engaging Space, the Narrative Imagination, and Relationality, (Oct 2016): 49–71.https://doi.org/10.1057/978-1-137-51507-0_3Karen Pashby Conflations, possibilities, and foreclosures: Global citizenship education in a multicultural context, Curriculum Inquiry 45, no.44 (Oct 2015): 345–366.https://doi.org/10.1080/03626784.2015.1064304David Zyngier, María Delia Traverso, Adriana Murriello ‘Democracy will not fall from the sky.’ A comparative study of teacher education students’ perceptions of democracy in two neo-liberal societies: Argentina and Australia, Research in Comparative and International Education 10, no.22 (Mar 2015): 275–299.https://doi.org/10.1177/1745499915571709Dr Mark Vicars and Dr Jon Austin, Lisa Cary, Marc Pruyn, Jon Austin Australian citizenship in interesting times, Qualitative Research Journal 15, no.22 (May 2015): 228–240.https://doi.org/10.1108/QRJ-01-2015-0014 강규원, Jeong Hun Oh Outcomes of global citizenship education for Korean students, SECONDARY EDUCATION RESEARCH 63, no.11 (Mar 2015): 1–32.https://doi.org/10.25152/ser.2015.63.1.1Gumiko Monobe, Eun Hye Son Using Children's Literature and Drama to Explore Children's Lives in the Context of Global Conflicts, The Social Studies 105, no.22 (Jan 2014): 69–74.https://doi.org/10.1080/00377996.2013.820164Laurie A. Henry, Clarisse O. Lima Promoting Global Citizenship through Intercultural Exchange Using Technology, (Jan 2014): 798–816.https://doi.org/10.4018/978-1-4666-4979-8.ch045Laura Oxley, Paul Morris Global Citizenship: A Typology for Distinguishing its Multiple Conceptions, British Journal of Educational Studies 61, no.33 (Jun 2013): 301–325.https://doi.org/10.1080/00071005.2013.798393Audrey Bryan Band-Aid Pedagogy, Celebrity Humanitarianism, and Cosmopolitan Provincialism, (Jan 2012): 262–286.https://doi.org/10.4018/978-1-61350-332-4.ch017 Joan G. DeJaeghere Citizenship as Privilege and Power: Australian Educators’ Lived Experiences as Citizens DeJaeghere, Comparative Education Review 52, no.33 (Jul 2015): 357–380.https://doi.org/10.1086/588759Laurie A. Henry, Clarisse O. Lima Promoting Global Citizenship through Intercultural Exchange Using Technology, (): 100–119.https://doi.org/10.4018/978-1-61350-077-4.ch008

Globalization has a profound effect on the mission and goals of education worldwide. One of its most visible manifestations is the worldwide endorsement of the idea of 'education for global citizenship,' which has been enthusiastically supported by national governments, politicians, and policy-makers across different nations. Increasingly, the educational institutions feel under pressure to respond to globalization forces by preparing students to engage competitively and successfully with this new realm, lest their nations be left in the dust. What is the role of international schools in implementing the idea of 'education for global citizenship'? How do these schools create a culturally unbiased global curriculum when the adopted models have been developed by Western societies and at the very least are replete with (Western) cultural values, traditions, and biases?This collection of essays attempts to grapple with these complex issues, while highlighting that culture and politics closely intertwine with schooling and curriculum as parents, administrators, teachers, and students of different backgrounds and interests negotiate definitions of self and each other to construct knowledge in particular contexts. The goal is to examine the complexity of factors that drive the global demand for 'education for global citizenship' and de-construct the contested nature of 'global citizenship' by examining how the phenomenon is understood, interpreted, and modified in different cultural settings. The authors provide not only a thick description of their cases, but also a critical assessment of various attempts to initiate and implement educational reforms aimed at the development of globally-minded citizens in various national settings.

<i>The Critical Global Educator: Global Citizenship Education as Sustainable Development</i> by Maureen Ellis. New York: Routledge, 2016. 246 pp. $163.00 (cloth). ISBN 978-1-138-88780-0.

The epistemic theory behind indigenous forms of knowledge understands the production of knowledge as being initiated by the local as opposed to the universal. This emphasis, however, on knowledge production as being concerned with local knowledge immediately raises the question of how we should understand the local? What, to put it differently, makes certain knowledge local, as opposed to knowledge which can be considered to be universal? And perhaps of greater import, what is the relationship between local knowledge, and knowledge that is considered to be universal? Can both forms of knowledge be considered to be valid? These questions are of import, not only for determining the significance of indigenous forms of knowledge in knowledge production, but also, need to be considered in framing the epistemological and curriculum concerns of citizenship education. In proceeding I will argue for a (global) citizenship education agenda that is ‘relevant’ and culturally responsible by first presenting two responses that have been given to these questions in the context of epistemological theory. The first is the response that argues for the universal construction of knowledge. The second is the response that argues for the social construction of knowledge in which the universal is understood as a social construction. I will discuss the strengths and weaknesses of both these positions and argue that in relation to the universal and social construction of knowledge the ‘local’ might well be under threat. Against this background I will then present a third response that legitimates local knowledge, and which is taken from Bruno Latour and his work on the extension of local practices. In conclusion, I will consider the import of Latour’s work for indigenous forms of knowledge in the production of knowledge, and what this means for a ‘relevant’ and responsible a (global) citizenship education agenda.

Globalization and Citizenship Education in Hong Kong and Taiwan

PurposeThis case study illustrates how one social studies teacher used the International Baccalaureate (IB) Middle Years Programme (MYP)' s framework and philosophy to teach for global citizenship. The research question that framed this study was: How is an IB MYP Individuals and Societies (I&S) teacher enacting their perceptions and understanding of global citizenship education? Findings illustrate that this teacher enacted a proactive pedagogy, using her own personal perceptions and what IB MYP offered her through their affective and cognitive frameworks to apply her conceptions of global citizenship education.Design/methodology/approachThe data for this single case study came from teacher semi-structured interviews (Rubin and Rubin, 2012), observations, field notes (Merriam and Tisdell, 2016) and teacher created documents. The goal for the teacher created documents was to provide detail, depth and evidence to support or contrast with what was found in the interviews and observations. Simultaneous, in vivo, and values coding were used to analyze the data and to get an overall picture of what the participant said, believed and practiced. Theories surrounding global citizenship education provided the lens for the study.FindingsThe findings are organized according to (1) the way this teacher's developed constructions of global citizenship and global citizenship education and IB led her to use the IB philosophy and framework to shape her beliefs and practices and (2) the way she embraced the tensions and possibilities inherent in her teaching for global citizenship in an IB MYP classroom to teach a proactive form of global citizenship education.Research limitations/implicationsThis research provides insight into the curriculum framework of IB MYP and the curriculum and instruction decisions of an I&S teacher. For the global citizenship education field, this study provides an example of how global citizenship can be incorporated into a social studies classroom.Practical implicationsFor social studies education, this study uncovered the possibilities present in the curriculum when a teacher is given the space to make their own instructional decisions. This study also gives guidance on how international curriculum frameworks can be utilized for global citizenship education. Finally, this study illustrates teachers must fully subscribe to IB and the MYP as a means of teaching for global citizenship for it to be beneficial.Originality/valueThis study has value because it highlights how a social studies teacher successfully uses an international curriculum framework to teach for global citizenship. Few studies have shown examples of teachers, especially IB MYP teachers, who are committed to teaching for global citizenship and use the tools they are given to center student choice and connect the content to their students' lives. Teachers and researchers will be able to view the pedagogical possibilities inherent in this teacher's global citizenship methods.

GBS_insertPreviewButtonPopup('ISBN:9780748621187); This book is a biography of a leader of the campaign for moral education which had been conducted for several decades in Britain and in the USA. The campaign has culminated in the establishment of many programmes of 'education for citizenship', 'values education', ethics education', 'character education' and 'education for global citizenship' - in effect, the establishment of moral education in schools throughout the world. But the book is also a history of the campaign in the UK since the 1960s, when Victor Cook, a millionaire engineer and businessman in Aberdeen, began to devote his remaining thirty years of life, and all his wealth, to persuading the educational establishment to give priority to this central area of the work of schools. Faced with indifference and even mockery, Cook and the small but growing band of professional educationists and philosophers recruited to the cause set up studies of the subject and its problems, commissioned research and development projects, and sponsored conferences and experimental teaching programmes. They also encouraged policy makers and politicians to take seriously the proposition that moral education, conducted along with or in addition to cognate subjects such as religious education and social studies, can and should be introduced as an important function of educational organisations. Set in the context of recent educational developments, this narrative, and the accompanying expositions of theories and practices, provides new insights into a complex but important subject, and a comprehensive account of the development of moral education and its role in the world of today. "

As is evident from international conferences and recent anthologies and journals,1 the concept of global citizenship education (GCE) is emerging as a response to a sense of a need to encourage global interconnectedness and global responsibility through citizenship education. While there are divergent views, some common themes defi ne GCE as an educational agenda. My understanding, based on a close reading of the related scholarly literature, is that GCE moves beyond an exclusively national perspective of world affairs and seeks to avoid a social-studies approach that tends to tokenize and exoticize foreign places and peoples. As an ideal, the concept of educating for global citizenship encourages students to adopt a critical understanding of globalization, to refl ect on how they and their nations are implicated in local and global problems and to engage in intercultural perspectives (Pashby 2008, 2011). For the purpose of this chapter, I see these tenets as potentially contributing to a project of decolonization in that they work to promote social justice on a global level and work with a critical understanding of the history of global relations. It is signifi cant to point out, however, that the bulk of the writings that theorize and propose GCE on which I draw are from England, the U.S., Canada, Australia and New Zealand, and this is important to contextualizing the way ‘the global’ and ‘citizenship education’ are imagined within this emerging fi eld. Indeed, much critical work needs to be done to investigate how an agenda for GCE, while it could be identifi ed as a postcolonial move, is still very much implicated in the colonial legacy of education. This chapter works through some key ideas central to a decolonizing project and examines what important critical questions they raise for GCE as an emergent theory and pedagogical approach in the current context of globalization.

Previous articleNext article No AccessEducating for Peace? Citizenship Education in Quebec and Northern IrelandUlrike Niens and Marie‐Hélène ChastenayUlrike Niens Search for more articles by this author and Marie‐Hélène Chastenay Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 52, Number 4November 2008Special Issue on Education in Conflict and Postconflict SocietiesGuest Editors: Lynn Davies and Christopher Talbot Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/591296 Views: 278Total views on this site Citations: 19Citations are reported from Crossref History July 31, 2008 © 2008 by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports the following articles citing this article:Thursica Kovinthan Levi The Multiple and Intersecting Roles of Civics Textbooks in Conflict-Affected Sri Lanka, (Jun 2022): 63–80.https://doi.org/10.1007/978-3-031-04676-6_4Edda Sant, David Menendez Alvarez-Hevia Policy and Research on Citizenship Education in the United Kingdom (1998–2018), (Nov 2020): 507–532.https://doi.org/10.4018/978-1-7998-7706-6.ch031Ana Ivenicki Multicultural Brazil in the BRICS Countries: Potentials for the Social Sciences and Humanities, Space and Culture, India 7, no.55 (May 2020): 14–22.https://doi.org/10.20896/saci.v7i5.641Bethany Mulimbi, Sarah Dryden-Peterson “There is still peace. There are no wars.”: Prioritizing unity over diversity in Botswana’s social studies policies and practices and the implications for positive peace, International Journal of Educational Development 61 (Jul 2018): 142–154.https://doi.org/10.1016/j.ijedudev.2017.12.009Miri Yemini, Shira Furstenburg Students’ perceptions of global citizenship at a local and an international school in Israel, Cambridge Journal of Education 3 (Jan 2018): 1–19.https://doi.org/10.1080/0305764X.2017.1418835Elizabeth Anderson Worden, Alan Smith Teaching for democracy in the absence of transitional justice: the case of Northern Ireland, Comparative Education 53, no.33 (Jun 2017): 379–395.https://doi.org/10.1080/03050068.2017.1334426Miri Yemini A Systematic Conceptual Review of Global Citizenship Education Empirical Studies Between 2005 and 2015, (Jan 2017): 59–93.https://doi.org/10.1007/978-3-319-38939-4_4Miri Yemini Local and Global Identities in Different Educational Contexts, (Jan 2017): 95–122.https://doi.org/10.1007/978-3-319-38939-4_5Heela Goren, Miri Yemini Global citizenship education redefined – A systematic review of empirical studies on global citizenship education, International Journal of Educational Research 82 (Jan 2017): 170–183.https://doi.org/10.1016/j.ijer.2017.02.004Angela Rickard, Roger S. P. Austin Assessing Impact of ICT Intercultural Work, (Jan 2017): 102–120.https://doi.org/10.4018/978-1-5225-1709-2.ch007Beth C. Rubin We Come to Form Ourselves Bit by Bit, American Educational Research Journal 53, no.33 (Jun 2016): 639–672.https://doi.org/10.3102/0002831216646871Tony Gallagher, Gavin Duffy Education for Citizenship Education and Social Justice in Northern Ireland, (Oct 2016): 523–544.https://doi.org/10.1057/978-1-137-51507-0_25Angela Rickard, Alma R.C. Grace, Roger S.P. Austin, Jane M. Smyth Assessing Impact of ICT Intercultural Work, International Journal of Information and Communication Technology Education 10, no.33 (Jul 2014): 1–18.https://doi.org/10.4018/ijicte.2014070101Lindsay Ellis Law and order in the classroom: reconsidering A Course on Citizenship , 1914, Journal of Peace Education 10, no.11 (Apr 2013): 21–35.https://doi.org/10.1080/17400201.2012.711755Ulrike Niens, Una O'Connor, Alan Smith Citizenship education in divided societies: teachers' perspectives in Northern Ireland, Citizenship Studies 17, no.11 (Feb 2013): 128–141.https://doi.org/10.1080/13621025.2012.716214Alan McMurray, Ulrike Niens Building bridging social capital in a divided society: The role of participatory citizenship education, Education, Citizenship and Social Justice 7, no.22 (Jun 2012): 207–221.https://doi.org/10.1177/1746197912440859Reynaldo Ty Social injustice, human rights-based education and citizens’ direct action to promote social transformation in the Philippines, Education, Citizenship and Social Justice 6, no.33 (Oct 2011): 205–221.https://doi.org/10.1177/1746197911417413Lynn Davies The Different Faces of Education in Conflict, Development 53, no.44 (Nov 2010): 491–497.https://doi.org/10.1057/dev.2010.69Edda Sant, David Menendez Alvarez-Hevia Policy and Research on Citizenship Education in the United Kingdom (1998–2018), (): 302–327.https://doi.org/10.4018/978-1-5225-7110-0.ch013

We apply semi-structured interviews to conceptualise perceptions of global citizenship among teachers at an international school and teachers at a local public school in Israel, revealing discrepancies between theory and practice in global citizenship education (GCE). We find that teachers perceive global citizenship differently along three major axes: boundaries of global citizenship, practical aspects of GCE, and through the effect of Israel’s context. This study offers a comparative perspective that discerns the differing impacts of school context and student background on teacher perceptions at different kinds of schools and highlights the importance of teacher agency in GCE.

Effecting Change Through Learning Networks: The Experience of the UK Teacher Education Network for Education for Sustainable Development (ESD) and Global Citizenship (GC) The article discusses and evaluates the experience of the UK Teacher Education Network for education for sustainable development (ESD) and global citizenship (GC) as a community of practice dedicated to embedding ESD and GC across teacher education in the UK. The article sets out the global and UK policy context for ESD and GC and outlines the differing government support and guidance for ESD/GC within teacher education across the four nations of the UK. The development and activities of the Network as a community of practice are evaluated in relation to the original aims of the Network with respect to the development and sharing of good practice and the embedding of ESD/GC across teacher education in the UK. The article concludes by arguing that the Network is successful in the first of the aims as there is now a vibrant UK wide teacher education community of practice in ESD/GC whereby radical practice can be explored, questioned and shared. However, the rapidly changing government policy context for education particularly in England makes it difficult to predict how effectively the Network can affect policy change and/or long lasting change in course content so as to embed ESD/GC in teacher education across the UK. The authors suggest that the Network will need to work alongside new and existing alliances to try to convince policy makers of the critical need to ensure that new teachers are equipped to develop effective ESD/GC in schools.

In the United Kingdom (UK) and Europe, the need for education for sustainable development and global citizenship has recently been emphasised. This emphasis has arguably found its major home in the social studies in higher education. Concurrently, there has been a decline in interest in ‘the sciences’ as evidenced by a reduction in the number of students undertaking science degrees. It is proposed that basic scientific literacy is essential for effective education and participation in society’s decision making processes associated with many socio-scientific issues. This paper considers the challenges facing science teaching as an essential component of education for sustainable development and global citizenship. The results of a survey of students in Wales where this is compulsory and in France where it is optional are referred to as indicators of the effectiveness and challenges and the role of science teaching in this context.

CIES Bibliography 2011

Democracy, Education, and Multiculturalism: Dilemmas of Citizenship in a Global World

This chapter defines the construct of the international school by pointing out the somewhat contradictory nature of its ideological and administrative purpose. In analyzing the troublesome construct of the international school, emphasis is placed on the relationship such schools tend to have with their local communities, showing there is a gap between discourse and practice. This opens the debate on the construct of global citizenship and global citizenship education (GCE). The two tensions that run through all of these different notions (international school, global citizenship, GCE) are, on the one hand, tension between local and global affiliations and, on the other, tension between a human rights rhetoric dedicated to sustainability and privileged cosmopolitan elitism. The chapter concludes with examples and suggestions of international school curricular directions that have the potential to unify the local with the global, thereby reducing the distance between mission and reality.