共查询到20条相似文献，搜索用时 31 毫秒
1.
Abstract This article uses a critique of modernity to examine the perceived relationship between global citizenship education (GCE) and digital democracy (DD). We review critiques of citizenship education in the global imperative and of the relationship of technology to democratic engagement. An analogy expresses the problematic way that GCE and DD are both mutually compatible and complicit in ethical global justice issues. We end with a suggestion of a pedagogical framework through which educators can engage with an ethical approach to GCE and DD. 相似文献
2.
Despite a groundswell of evidence for transformative education, manifestos for ‘transformative pedagogy for global citizenship’ remain under-theorized and pay limited attention to implications for practice. This paper connects theory and practice through analyzing a curriculum development project that sought to produce a framework for ‘engaged global citizens’. It considers the political and philosophical framings of the self and other, citizen and world, that underlie this empirical work, especially with reference to reflexivity, hermeneutics, democratic engagement and co-production. The resultant pedagogical framework, based upon concepts of transformative learning, attempted to undercut the homogenizing tendencies within global citizenship education (GCE). This discussion highlights the tensions and reifying effects of educational frameworks such as the Teaching Excellence Framework in the UK and the proposed framework for ‘global competence’ in the 2018 Programme for International Student Assessment. Evidence is presented that frameworks which attempt to make explicit educational phenomena and processes are overdetermined by efficacy and metrics that become perverse ends in themselves. While the anticipated project output here was the framework itself, the substantive output was, in fact, practical: namely the ongoing deliberation and reflection upon the discourses that both do and undo the task of locating the transformative dimension of GCE. 相似文献
3.
Yeji Kim 《Globalisation, Societies & Education》2019,17(2):177-193
Guided by neoliberalism and post-colonialism, this article takes the case of global citizenship education (GCE) in South Korea to explore social studies teachers’ experiences and their everyday voices in teaching GCE. The findings demonstrated a number of barriers that teachers confront and the entrenched ideologies behind these hurdles, which contributes to the marginalisation of GCE. By drawing scholarly and policy implications that consider the complicated global/local nexus of GCE within dominant Eurocentric and neoliberal discourses, the study adds to existing research on teachers’ GCE practices from different societies and expands upon the critique of Western-centric, neoliberal perspectives embedded in GCE. 相似文献
4.
Heela Goren 《Compare》2016,46(5):832-853
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. 相似文献
5.
AbstractThe implementation of global citizenship programmes at universities has been taking place against a backdrop of growing internationalisation and marketisation in higher education, leading some to conclude that universities are cultivating global workers rather than global citizens. This small-scale exploratory study aimed to investigate these claims through the comparison of global citizenship education (GCE) programmes in two contrasting contexts – the UK and Japan. Through a combination of quantitative and qualitative content analysis, our findings suggest that the universities in both the UK and Japanese contexts demonstrate examples of adaptation and localisation of GCE to fit with institutional commitments, and both universities have significant elements of employability agendas infused into their programmes. We argue that while different in many respects, the two programmes both demonstrate an adaptation of GCE to fit within broader internationalisation strategies aimed at maximising global competitiveness and an alignment with the neoliberal trends shaping the global higher education sector. 相似文献
6.
ABSTRACTGlobal citizenship education (GCE) has recently been promoted by national education systems and supranational organisations as a means for facilitating social cohesion and peace education. We examined the perceptions of GCE held by teachers from the three main education sectors in Israel: secular-Jewish, religious-Jewish, and Palestinian Arab, and found stark differences in the way teachers from each sector interpreted the term. For marginalised groups (Palestinian Arab), GCE is seen as offering a way of securing a sense of belonging to a global society. For already well-resourced social groups (Jewish secular), GCE is viewed as a way of promoting global futures. Meanwhile, for the Jewish religious minority in Israel, GCE is seen as a threat to national identity and religious values. Our findings cast doubt on the unifying potential of GCE, and we conclude by calling upon scholars and policymakers to examine unique obstacles facing GCE in their various contexts. 相似文献
7.
Neoliberal practices amidst social justice orientations: global citizenship education in South Korea
AbstractGlobal citizenship education (GCE) positions itself on the global arena as a transformative social justice oriented educational curriculum that addresses the political, social, economic and cultural inequalities brought about through colonisation and neoliberalism on the global and local levels. Through an exploration of the discourse, design and delivery of GCE in the young nation-state of South Korea, we argue that, in fact, GCE reinforces and maintains the hegemonic ideals of global capitalism; core-periphery global and local relationships; and dichotomous views of poverty and inequalities. We argue that these approaches reflect South Korea’s geopolitical realities, but that attitudes towards GCE in South Korea also reflect its cultural norms and values towards working together towards a common good. Ultimately, we call for a more nuanced approach to GCE scholarship in which we move away from theoretical divisions to practical applications of social justice that work within increasingly capitalist/neoliberal interests for a more inclusive world. 相似文献
8.
This paper is a comparative analysis of global citizenship education (GCE) in two primary schools, an international school in Singapore and an independent school in Australia, focusing on the implementation of GCE practices through the adoption of international education models - the International Primary Curriculum (IPC) and the International Baccalaureate Programme (IB) respectively, to create hybrid curricula. The research findings indicate that the curriculum and resources, school culture, school leaders’ and teachers’ values, as well as the utilisation of human and financial resources all influence how the schools engage with GCE in their quest towards internationalisation. A key overarching finding of the research relates to the tensions between critical democratic and educational domains and neo-liberal market rationales, which had significantly affected the schools’ decisions in curricula and GCE enactment within both schools. Despite their commitment to GCE ideals, both schools were equally mindful about being distinctive and remaining competitive within their educational markets. 相似文献
9.
The growing literature on the gendering of citizenship and citizenship education highlights that western notions of ‘citizenship’ have often been framed in a way that implicitly excludes women. At the same time, insofar as feminist writers have addressed citizenship, they have tended to see it in largely local and national terms. While feminist literature has laid the groundwork for understanding how schools have shaped and structured a gendered citizenry, there is a lack of large-scale quantitative data which might allow us to explore the intersection between gender and global citizenship education. Drawing on a large-scale quantitative study on development education/global citizenship education in second-level schools, the data presented here suggest that emergent notions of global citizenship are being gendered in schools. The data suggest that girls’ schools are more likely than other types of schools to emphasise a sense of responsibility for, and an analysis of, global inequalities, while differences also emerge between boys’ schools and co-educational schools. 相似文献
10.
David Gall 《The International Journal of Art & Design Education》2019,38(4):840-852
Art education in the USA has made great progress toward greater inclusiveness and is generally a force against resurgent fascism. Nevertheless, higher art education theory is dominated by Euro‐Western philosophical legacies, encumbered by dualism, which impede art education’s emancipative democratising potential. Recent debate about the uselessness of aesthetics illustrate this ethnocentrism. This article analyses the ethnocentrism that lingers in the postmodern legacies that undergird the debate; then shows how engagement with nondualist philosophies, predominantly non‐Euro‐Western, can make a profound difference to art education theory and practice. They are imperative to comprehending hybridity promoting global citizenship, resisting fascism and advancing global equity. 相似文献
11.
Global citizenship (GC) is becoming increasingly significant as a desirable graduate attribute in the context of increasing globalisation and cultural diversity. However, both the means and ends of GC education are influenced by a divergent range of conceptualizations. The aim of this research project was to investigate preservice teachers’ understandings of global citizenship, with a particular focus on cultural diversity. Pre-service teachers (PSTs) participated in interviews, and findings indicated that they were uncertain about the idea of global citizenship, sought harmony and a desire for sameness in culturally diverse relationships, and held ethnocentric, paternalistic and salvationist views about the ‘Other’. Drawing on these findings, we present a framework incorporating technicist, humanistic and postcritical conceptions as a tool for analysis of GCE approaches, their means and ends. 相似文献
12.
ABSTRACTContrary to educational policy and research assumptions about an immanent ‘twenty-first century’ future, this article uses the concept of ‘sociotechnical imaginaries’ to trace how nonprofit actors in California invented and materialized distinctive visions of educational progress. Drawing on interview and ethnographic fieldnote data, I illustrate two contrasting sociotechnical visions: A Silicon Valley vision that aimed to reduce inequalities in test-based outcomes by disseminating ‘achievement technologies’; and an Oakland vision that aspired to address systemic environmental, economic and educational inequities using ‘civic technologies’. The diversity of these futures, and the distinctive kinds of digital technologies that co-produced these visions, trouble assumptions about ‘technology’ as an unquestioned good and problematize constructions of the ‘twenty-first century’ as an ostensibly shared, democratic future. I conclude by encouraging educational researchers to clarify a politics of the ‘twenty-first century’ and explore how ‘bounded imaginaries’, like those evident in the Oakland case, offer a potentially fruitful basis for reframing global education technology policies. 相似文献
13.
Denise Beutel Donna Tangen Suzanne Carrington 《International Journal of Inclusive Education》2019,23(1):109-124
ABSTRACTThis paper reports on the implications of participation in an Australian Award Short Course Awards programme for inclusive educators from South Asia. Seventeen educators from Nepal, three from Bangladesh, and one from Sri Lanka participated in the short course in Brisbane, Australia with a follow up component in Kathmandu, Nepal. The aim of the short course was to provide a platform for sharing knowledge of inclusive education as a global concept, and how such knowledge could then be implemented in the local context. While in Brisbane, participants completed a Return to Work Plan (RWP) indicating how they anticipated applying their new knowledge in their respective workplaces. Data were collected both pre- and post-programme with follow-up individual interviews and focus groups once they returned to their home countries. Findings revealed that participants gained a broader understanding of inclusive education and ‘diversity’ that counter the perception of inclusion as restricted to only a specific area of ‘special education’. For many participants, work habits changed as they applied their learning to include a greater range of diversity in their home countries. While the initial impact appeared localised, there were positive indications for longer-term sustainability. This research may assist other educators from developing countries to maximise the benefit of participation in similar short course programmes. 相似文献
14.
Reza Gholami 《British Journal of Sociology of Education》2017,38(6):798-811
Taking the English National Curriculum as its main example, this article argues that an overly nationalistic, normative and ‘fact-based’ citizenship education curriculum is failing to engage the dimensions of young people’s identities which they experience as deeply meaningful. There is thus a chasm – albeit a false one – between official discourses and pedagogies of citizenship and what young people consider to be their ‘real’ selves. I argue that citizenship education must develop a more sophisticated understanding of the complexities of how identities are formed and performed, especially in light of globalisation and increasing migration. I also make a somewhat unorthodox argument for conceptualising ‘relating-to-otherness’ in the same way that we think of music consumption. This has implications for how we experience, interpret, value and create ‘others’. The article also makes some recommendations for how these ideas can begin to be implemented in educational settings. 相似文献
15.
ABSTRACT Higher education plays a critical role in producing society’s leaders by preparing graduates with the knowledge, capabilities and disposition to appreciate diversity and address social injustice. Many higher education institutions within and beyond Australia have aimed to internationalise their curricula to ensure students achieve capabilities that enable them to contribute to an evolving global knowledge economy. However, the inclusion of global citizenship as a graduate attribute embedded in internationalised curricula, and the processes to achieving this, are highly contested. Guided by a discourse analysis approach, this study explored how Australian and New Zealand universities position students as global citizens in public web pages. Publicly available policy and other text documents on university websites relating to internationalisation and/or global citizenship were collected and screened. Those that met inclusion criteria were analysed to identify discourses and to further understand how higher education institutions describe their plan to advance and achieve global citizenship agendas. Two key themes were generated: expressions of internationalisation policy and global citizenship as an obscured educational intention. These findings are further elaborated, providing an outline of the possible implications for higher education policy and practice relating to the internationalisation of curriculum for global citizenship and its potential impact on educators and students. 相似文献
16.
《学校用计算机》2012,29(4):238-254
AbstractDigital citizenship, defined as exhibiting appropriate and responsible behavior with digital technology use, is an essential component of technology education. The purpose of this study was to examine K-12 educators’ perceptions of their students' digital citizenship knowledge and practices as they relate to cyberbullying, digital footprint, digital privacy, digital netiquette, and digital identity. One hundred and seven educators responded to a survey on digital citizenship practices. Based on the educators' perceptions, student understanding and practice of digital citizenship were rated as not well for most of the items on the survey. While educators' perceptions of their students' digital citizenship practices did not vary among school levels or based on their roles as teachers or technology coaches, educators who taught digital citizenship had higher perceptions of their students' digital citizenship practices. 相似文献
17.
Recent research on Civic and Ethical Education (CEE) in Ethiopia has revealed a need for improvement in a number of areas with regard to the current CEE curricula. These materials are currently oriented to a conservative form of civic education than on citizenship education, whose aims are more progressive. The essential problem identified in the present study is that CEE content does not match the Ethiopian Ministry of Education’s stated goals for CEE, including the promotion of global citizenship. An inductive method was used to categorize themes found in the CEE curricula and textbook, which were analyzed with reference to Tawil’s (2013) framework for education for global citizenship. A concept in textual analysis known as ‘internal critique’ was also utilized to identify inconsistencies in the materials between the stated aims of the CEE program and the textbook content itself. The analysis revealed three main characteristics of the CEE textbooks, namely, an emphasis on sovereignty, patriotism, and responsibility; ambivalence to Ethiopia’s independence from/dependence on wealthier nations, and abstraction in CEE content. This content does only partially match the Ethiopian government’s stated aims for CEE. The findings of this study suggest that the content of the ethical dimension of Ethiopia’s CEE curriculum could be greatly improved through the inclusion of content that reflects an emphasis on citizenship education. Such an approach is more progressive than civic education and promotes a more learner-centered and critical orientation to ethical issues on the part of students within the framework of Global Citizenship Education (GCE). 相似文献
18.
Jo Ann Oravec 《Technology, Pedagogy and Education》2013,22(1):55-70
Abstract Privacy studies may be seen by some teacher educators as being ‘anti-technology’ in their character, with the potential to dim the enthusiasm of future teachers for new technological initiatives. However, privacy is taking on new significance in an age of the Internet and advanced information technologies, as the examples and sources outlined in this article demonstrate. Privacy issues have a strong influence on various pressing international political and economic concerns, and thus add important dimensions to curricula. Some technological developments (such as encryption) also provide hands-on dimensions to privacy topics that are likely to whet the interests of many students. Teacher educators can work to introduce privacy notions to future teachers in ways that will enhance both their information technology studies and their understanding of other curricular areas (including citizenship, business, and social studies). As described in this article, privacy exercises, scenarios, and hands-on laboratory sessions were provided in several teacher education courses in the United States. What teacher educators do in relation to privacy studies will help determine the future character of discourse and the direction of technological development pertaining to privacy. 相似文献
19.
Lani Florian 《International Journal of Inclusive Education》2019,23(7-8):691-704
ABSTRACTWhile many distinctions between ‘special’ and ‘inclusive’ education have been made and continue to be forcefully debated, the two concepts remain strongly evident in policy and practice in many countries. This paper discusses the interrelated history of these concepts. It explores how conceptualisations of them have changed since Salamanca and reflects on whether inclusive education has, can or should replace special education. It considers the extent to which ‘special’ and ‘inclusive’ education are understood as the same or different today. The paper argues for a clear a distinction to be made between how special educators can work in support of inclusive education and the task of inclusive education which addresses the barriers to participation faced by members of marginalised groups. 相似文献
20.
ABSTRACTIn the last two decades, global citizenship education (GCE) has become a catchphrase used by international and national educational agencies, as well as researchers, to delineate the increasing internationalisation of education, framed as an answer to the growing globalisation and the high values of citizenship. These developments, however, have created issues, due to the presence of two conflicting discourses. While the discourse of critical democracy highlights the importance of ethical values, social responsibility and active citizenry, a neoliberal discourse privileges instead a market-rationale, focused on self-investment and enhanced profits. These two discourses are not separated; they rather appear side by side, causing a confusing effect. This article aims to analyse GCE as an ideology, unveiling not only its hidden (discursive) content but also the role played by non-discursive elements in guaranteeing the coexistence of antagonistic discourses. It will be argued that not only the critical democratic discourse does not offer any resistance or threat to the neoliberal structuring of higher education, but also this discourse can function as an apologetic narrative that exculpates all of us who still want to work in universities, notwithstanding our dissatisfaction with their current commodification. 相似文献