The Longings and Limits of Global Citizenship Education

The discourse of competencies is pervasive in various expressions of global citizenship education. It is present in the articulations of teachers, politicians, institutional frameworks, pedagogical strategies, and new technologies.

Author: Jeffrey S. Dill

Publisher: Routledge

ISBN: 9781136690242

Category: Education

Page: 186

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As the world seemingly gets smaller and smaller, schools around the globe are focusing their attention on expanding the consciousness and competencies of their students to prepare them for the conditions of globalization. Global citizenship education is rapidly growing in popularity because it captures the longings of so many—to help make a world of prosperity, universal benevolence, and human rights in the midst of globalization’s varied processes of change. This book offers an empirical account from the perspective of teachers and classrooms, based on a qualitative study of ten secondary schools in the United States and Asia that explicitly focus on making global citizens. Global citizenship in these schools has two main elements, both global competencies (economic skills) and global consciousness (ethical orientations) that proponents hope will bring global prosperity and peace. However, many of the moral assumptions of global citizenship education are more complex and contradict these goals, and are just as likely to have the unintended consequence of reinforcing a more particular Western individualism. While not arguing against global citizenship education per se, the book argues that in its current forms it has significant limits that proponents have not yet acknowledged, which may very well undermine it in the long run.

The Longings and Limits of Global Citizenship Education

This book offers an empirical account from the perspective of teachers and classrooms, based on a qualitative study of ten secondary schools in the United States and Asia that explicitly focus on making global citizens.

Author: Jeffrey S. Dill

Publisher: Routledge

ISBN: 9781136690310

Category: Education

Page: 200

View: 614

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As the world seemingly gets smaller and smaller, schools around the globe are focusing their attention on expanding the consciousness and competencies of their students to prepare them for the conditions of globalization. Global citizenship education is rapidly growing in popularity because it captures the longings of so many—to help make a world of prosperity, universal benevolence, and human rights in the midst of globalization’s varied processes of change. This book offers an empirical account from the perspective of teachers and classrooms, based on a qualitative study of ten secondary schools in the United States and Asia that explicitly focus on making global citizens. Global citizenship in these schools has two main elements, both global competencies (economic skills) and global consciousness (ethical orientations) that proponents hope will bring global prosperity and peace. However, many of the moral assumptions of global citizenship education are more complex and contradict these goals, and are just as likely to have the unintended consequence of reinforcing a more particular Western individualism. While not arguing against global citizenship education per se, the book argues that in its current forms it has significant limits that proponents have not yet acknowledged, which may very well undermine it in the long run.

Global Citizenship Education

Educating Global Britain: perils and possibilities promoting 'national' values through critical global citizenship ... The longings and limits of global citizenship education: The moral pedagogy of schooling in a cosmopolitan age.

Author: Abdeljalil Akkari

Publisher: Springer Nature

ISBN: 9783030446178

Category: Citizenship

Page: 217

View: 610

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This open access book takes a critical and international perspective to the mainstreaming of the Global Citizenship Concept and analyses the key issues regarding global citizenship education across the world. In that respect, it addresses a pressing need to provide further conceptual input and to open global citizenship agendas to diversity and indigeneity. Social and political changes brought by globalisation, migration and technological advances of the 21st century have generated a rise in the popularity of the utopian and philosophical idea of global citizenship. In response to the challenges of todays globalised and interconnected world, such as inequality, human rights violations and poverty, global citizenship education has been invoked as a means of preparing youth for an inclusive and sustainable world. In recent years, the development of global citizenship education and the building of students global citizenship competencies have become a focal point in global agendas for education, international educational assessments and international organisations. However, the concept of global citizenship education still remains highly contested and subject to multiple interpretations, and its operationalisation in national educational policies proves to be challenging. This volume aims to contribute to the debate, question the relevancy of global citizenship educations policy objectives and to enhance understanding of local perspectives, ideologies, conceptions and issues related to citizenship education on a local, national and global level. To this end, the book provides a comprehensive and geographically based overview of the challenges citizenship education faces in a rapidly changing global world through the lens of diversity and inclusiveness.

Value Creating Global Citizenship Education for Sustainable Development

Learning: The treasure within. Paris: UNESCO. Dill, J. S. (2013). The longings and limits of global citizenship education: The modern pedagogy of schooling in a cosmopolitan age. New York: Routledge. Garrison, J., Neubert, S., & Reich, ...

Author: Namrata Sharma

Publisher: Springer Nature

ISBN: 9783030580629

Category: Education

Page: 155

View: 800

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This volume brings together marginalized perspectives and communities into the mainstream discourse on education for sustainable development and global citizenship. Building on her earlier work, Sharma uses non-western perspectives to challenge dominant agendas and the underlying Western worldview in the UNESCO led discourse on global citizenship education. Chapters develop the theoretical framework around the three domains of learning within the global citizenship education conceptual dimensions of UNESCO--the cognitive, socio-emotional, and behavioral--and offer practical insights for educators. Value-creating global citizenship education is offered as a pedagogical approach to education for sustainable development and global citizenship in addition to and complementing other approaches mentioned within the recent UNESCO guidelines.

Value Creating Global Citizenship Education

Towards de(coloniality) and diversality in global citizenship education. In V. Andreotti (Ed.), ... The longings and limits of global citizenship education: The modern pedagogy of schooling in a cosmopolitan age. New York: routledge.

Author: Namrata Sharma

Publisher: Springer

ISBN: 9783319782447

Category: Education

Page: 146

View: 243

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This book fills an existing gap within the practice of global citizenship education by offering Asian perspectives. In this book, Soka or value-creating education developed by the Japanese educators, Tsunesaburo Makiguchi (1871-1944) and Daisaku Ikeda (b. 1928) is compared to the ideas of the Indian political leader Mahatma Gandhi (1869-1948). This study of their respective thoughts and movements has a significant bearing on the three domains of learning within the global citizenship education conceptual dimensions of UNESCO – the cognitive, socio-emotional, and behavioral. This book deftly combines theoretical discussions with themes and suggestions for practice and future research.

Research on Global Citizenship Education in Asia

Global citizenship: Abstraction or framework for action? Educational Review, 58(1), 5–25. Dill, J. S. (2013). The longings and limits of global citizenship education. New York, NY: Routledge. Education Above All. (2012, July).

Author: Theresa Alviar-Martin

Publisher: IAP

ISBN: 9781648023255

Category: Education

Page: 243

View: 565

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This edited book provides new research highlighting philosophical traditions, emerging perceptions, and the situated practice of global citizenship education (GCE) in Asian societies. The book includes chapters that provide: 1) conceptions and frameworks of GCE in Asian societies; 2) analyses of contexts, policies, and curricula that influence GCE reform efforts in Asia; and 3) studies of students’ and teachers’ experiences of GCE in schools in different Asian contexts. While much citizenship education has focused on constructions and enactments of GCE in Western societies, this volume re-centers investigations of GCE amid Asian contexts, identities, and practices. In doing so, the contributors to this volume give voice to scholarship grounded in Asia, and the book provides a platform for sharing different approaches, strategies, and research across Asian societies. As nations grapple with how to prepare young citizens to face issues confronting our world, this book expands visions of how GCE might be conceptualized, contextualized, and taught; and how innovative curriculum initiatives and pedagogies can be developed and enacted.

Global Citizenship Education in Teacher Education

Education Policy Analysis Archives, 24 (57). http://doi.org/10.14507/epaa.24.2364 Dill, J. S. (2015). The longings and limits of global citizenship education: The moral pedagogy of schooling ...

Author: Daniel Schugurensky

Publisher: Routledge

ISBN: 9781351129824

Category: Education

Page: 298

View: 305

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Global Citizenship Education and Teacher Education brings together scholars and practitioners from all continents to explore the role of teacher education in formulating a practice of citizenship that has a global scope and is guided by critical and emancipatory approaches. By considering educational responses to global challenges —such as global warming, rising levels of inequalities, intensification of armed conflicts, growing streams of international migration, and the impact of neoliberal policies—this book provides valuable analyses for researchers, teacher educators, and educators. The volume examines historical and conceptual issues relating to the incorporation of global citizenship education in teacher education, and presents examples from across the world that showcase main trends in research and practice from across the world. This book is of great interest to graduate and postgraduate students, researchers, and libraries in the fields of citizenship education, global education, teacher education, international and comparative education, and education policy and politics.

Global Citizenship Education in Australian Schools

The longings and limits of global citizenship education: The moral pedagogy of schooling in a cosmopolitan age. New York: Routledge. Donnelly, D., Bradbury, D., Brown, J., Ferguson-Patrick, K., Macqueen, S., & Reynolds, R. (2013).

Author: Andrew Peterson

Publisher: Springer Nature

ISBN: 9783030566036

Category: Education

Page: 144

View: 522

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This book explores how Australian secondary schools prepare their students for global citizenship. Globalisation has irrevocably changed modern countries and societies, and the benefits and pressures this brings are being felt as never before. Drawing on empirical data from six Australian secondary schools, the author examines how school leaders and teachers understand global citizenship, how they translate this into their practice, and how students experience and make sense of global citizenship education. In doing so, the book portrays how school leaders, teachers and students grapple with key issues central to global citizenship education, including how they work to mediate some of the tensions involved. While the book concentrates on the Australian context, its findings and analysis have resonance for other countries in which global citizenship education operates as a core goal of education and schooling.

Conversations on Global Citizenship Education

Developing the global dimension for the school curriculum. London: DFES/DFID. Dill, J. (2013). The longings and limits of global citizenship education. Abingdon: Routledge. Dower, N. (2003). An introduction to global citizenship.

Author: Emiliano Bosio

Publisher: Routledge

ISBN: 9781000370690

Category: Education

Page: 228

View: 626

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This volume offers a remarkable collection of theoretically and practically grounded conversations with internationally recognized scholars, who share their perspectives on Global Citizenship Education (GCE) in relation to university research, teaching, and learning. Conversations on Global Citizenship Education brings together the narratives of a diverse array of educators who share their unique experiences of navigating GCE in the modern university. Conversations focus on why and how educators’ theoretical and empirical perspectives on GCE are essential for achieving an all-embracing GCE curriculum which underpins global peace. Drawing on the Freirean concept of "conscientization", GCE is presented as an educational imperative to combat growing inequality, seeping nationalism, and post-truth politics. This timely volume will be of interest to educators who are seeking to develop their theoretical understanding of GCE into teaching practice, researchers and students who are new to GCE and who seek dynamic starting points for their research, and general audience who are interested in learning more about the history, philosophy, and practice of GCE.

Centering Global Citizenship Education in the Public Sphere

The Longings and Limits of Global Citizenship Education: The Moral Pedagogy of Schooling in a Cosmopolitan Age. Routledge. https://doi.org/10.4324/9780203374665 Goren, H., & Yemini, M. (2017). Global Citizenship Education Redefined—A ...

Author: Susan Wiksten

Publisher: Routledge

ISBN: 9781000407051

Category: Education

Page: 196

View: 328

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This book brings together key perspectives from scholars in the Global South and Global North to illustrate diverse ways in which the UN’s Global Citizenship Education (GCED) agenda can promote social justice and be used as a vehicle for negotiating and learning about diverse and shared objectives in education and the global public sphere. Recognizing the historical function of education as a prominent public sphere site, this book addresses questions around how forms of global education can serve as public sphere sites in various contexts today and in the future. Specifically, it questions established notions of education and proposes new interpretations of the relationship between practices of education and the public sphere to meet the needs of our contemporary turbulent era and a post-2020 world. By offering conceptual analyses, examples of policy and educational practices which promote global learning, democratic citizenship, common good, and perspective-taking, the text offers new critical understandings of how GCED can contribute to the public responsibilities and roles of education. Chapters consider examples such as non-formal adult education at the Mexico–US border, teachers’ responsibilities in Japan and Finland, developments in education policy and practices in Brazil, civic religious teachings in Canada, online learning in the United States and China, and support to the participation of women in higher education in Pakistan. Given its unique approach, and the range of case studies it brings together, this book is a timely addition to the literature on education in the global public sphere. It will prove to be an invaluable resource for scholars working at the intersections of global education and transnational education policies, and for teachers involved in global education.