Using Explicit Curricular Aims to Drive Global Citizenship Education

Abstract

How can explicit curricular aims catalyze action? In their dialogues, Lillo Kang, Merks, and Sofo critically consider the role of explicit global citizenship education curricular elements using two distinct contexts in the African region as examples. Lillo Kang and Sofo draw on their research with teachers and teacher educators in Ghana to reflect on the new global citizenship-oriented primary school curriculum. Meanwhile, Merks reflects on her experiences as a service learning coordinator developing school-wide service learning standards in an international school in South Africa. Together, they use these two examples to examine catalysts for, the nature and implementation of, and challenges for implementation of global citizenship-oriented curriculum. They consider ways that context and privilege impact the fidelity of implementation. Furthermore, this chapter begins to unpack some of the requisite supports needed for formalized curriculum to translate into meaningful or consistent practice. Ultimately, Lillo Kang, Merks, and Sofo recognize the value of global citizenship education curriculum but also highlight some of the context-specific and systematic elements that influence the likelihood of its effective implementation.