Abstract
This article is based on a research study that implemented an empathy-based pedagogy (EBP) in three schools in Kazakhstan with the aim of understanding how secondary school students can learn about global issues and what challenges the teachers faced. It reflects on findings which provide strong evidence that walking in the shoes of other people encouraged the students to participate in critical discussion, deepen their knowledge and become emotionally engaged with global issues. It also explores some of the challenges created by conceptual confusions related to the cultural features within Kazakhstani society.
Highlights
This article examines the contribution of an empathy-based pedagogical (EBP) approach in global citizenship education (GCE) implemented in Kazakhstani secondary schools
Addressing the issues related to teacher pedagogy, this study introduced the EBP approach
This article aims to understand the contribution of the EBP approach in GCE by drawing on the findings of the GCE programme implemented in Kazakhstani secondary schools
Summary
This article examines the contribution of an empathy-based pedagogical (EBP) approach in global citizenship education (GCE) implemented in Kazakhstani secondary schools. The contribution of empathy-based pedagogy in global citizenship education: Kazakhstani context 80 and to challenge them with practical actions in their local communities. There is increasing concern over the implementation of Western ideas of global citizenship in the context of non-Western countries. It is seen as a reinforcement of Western values, norms and ideas in the local society (Andreotti and de Souza, 2012), which could promote the principles of neoliberal ideologies over social justice, human rights, multiculturalism and cultural identities (Tarozzi and Torres, 2016). Research within a non-Western post-Soviet country such as Kazakhstan could advance theoretical discussion around GCE
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