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1.
Based on the assumption that schools can play a significant role in the citizenship development of students, in most contemporary modern societies schools are obligated to provide citizenship education. However, the effectiveness of different forms of citizenship education is still unclear. From the empirical literature on citizenship over the period of 2003–2009 28 articles were selected on effects of citizenship education on students’ citizenship. Our review showed the political domain of citizenship to be emphasized more than the social domain. An open and democratic classroom climate in which discussion and dialogue takes place appears to effectively promote the development of citizenship among secondary school students. Moreover, a formal curriculum that includes citizenship projects and courses also appears to be an effective type of citizenship education. The effects of citizenship education are discussed in relation to the quality of the studies reviewed. 相似文献
2.
Julian M. Groves 《British Journal of Sociology of Education》2018,39(3):381-395
We examine school choices made by western expatriate parents in post-colonial Hong Kong in order to understand the essence of imagined global citizenship and its implications for existing ethnic and class inequalities in the education system. Responding to changes in the global job market, a small but increasingly visible group of parents are seeking to challenge what they see as the constraints of expatriate life by developing global opportunities for their children through Cantonese language acquisition in the local education system. Drawing on the sociological literature on school choice and middle-class identity, we argue that these parents are negotiating for themselves a global imaginary in which cultures can easily be traversed and social class is levelled. But such global desires, we suggest, can also replicate colonial privilege in a way that marginalises poorer schools and other ethnic minorities in the education system. 相似文献
3.
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
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.
This article is based on a pilot study investigating the representation of women in a sample of texts for citizenship education in the immediate post-Second World War era in England. The authors argue that existing research into the field of education for citizenship does not engage adequately with how the subject is taught in schools, and how citizenship education constructs the polity in line with normative and traditionalist assumptions about the role of women and men in society. By studying the texts of citizenship for the period 1940-66, the authors argue that researchers can, if they deploy a more critically engaged approach to the way in which notions of 'citizenship' and 'polity' are gendered, generate new questions and new understandings of how education for citizenship functions in schools. 相似文献
6.
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
7.
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
8.
Sport education (SE) is an instruction model developed amid concerns about the lack of authentic, legitimate opportunities for young people to experience sport through physical education and was designed to facilitate enhanced links between experiences in physical education and those in the wider world of sport. The paper discusses how one UK primary school delivered key citizenship education learning through the use of SE. The research reported here is based on interviews with teachers and students in Year 6 at one co-education, state-run primary school. The paper highlights the possibilities for teaching citizenship through the medium of sport while recognising the central importance of the creative teaching approach rather than the subject matter of sport in facilitating the development of active citizenship. The possibilities for citizenship education through sport to be celebratory and supportive of real-world discourses are highlighted. As a solution to the overcrowded curriculum in primary schools, SE has been embraced and developed by the teachers in ‘Forest Gate School’. 相似文献
9.
Maria Tsouroufli 《Gender and education》2018,30(1):45-58
Feminist scholarship has considered how pedagogical identities and emotions are implicated in the gender politics of belonging and othering in higher education. This paper examines how gendered and embodied pedagogy is mobilised in Greek medical schools to construct notions of the ideal academic and assert women’s position women in Academic Medicine. I employ thematic analysis to illustrate that formations of pedagogy and academic professionalism are bound up with emotions and embodied practices of relating, connecting, creating learning communities and promoting virtuous academic citizenship. Women’s gendered accounts of pedagogy and their boundary practices of identification demonstrate agency, intentionality and operate as highly political actions of legitimacy and resistance within the patriarchal realm of Greek higher education. I argue that gendered discourses of pedagogy in Greek medical schools become resources for resisting neo-liberal notions of academic work, individualism and women’s exclusion in the highly prestigious discipline of academic medicine in Greece. 相似文献
10.
Alexander Gardner-McTaggart Nicholas Palmer 《Globalisation, Societies & Education》2018,16(2):268-281
ABSTRACTDespite the widespread promotion of the global school, it remains unclear as to how citizenship education (global citizenship education, GCE) is developed. Educational bodies such as UNESCO, Oxfam, and the International Baccalaureate are in the full throws of developing models for GCE yet questions remain as to how such a sweeping notion might take effect. Educational frameworks replete with theoretical, political, pedagogical, and methodological conundrums permeate much global education discourse. Modes of GCE thinking range from post-colonial perspective, critical perspectives, postmodernism as well as an oratory utopianism. This article presents an alternate model of GCE promoting both technology and art as complicit in the exacting of a multifaceted GCE. The balancing of art and technology, as demonstrated, presents an ontological stance that acts as a foundation for the Proto-Global Citizen or ‘Weltburger’. This article aims to support educators seeking a further means of conceptualising GCE embodying diversification while embracing a GCE consciousness. Furthermore, the development of GCE through art and technology creates an opportunity for educators to realign disciplinary focus in light of the increasing incentive for schools to ‘go global’. 相似文献
11.
Hajar IDRISSI 《International Journal of Lifelong Education》2020,39(3):272-290
ABSTRACT This research paper aims to examine the effects of extracurricular activities in building knowledge, skills and attitudes that attempt to develop ecological citizenship as a subset of global citizenship among middle school students. I focus on one extracurricular programme entitled ‘The Friends of Nature’ that was provided in a Moroccan private middle school. Adopting a qualitative research method approach, data consisted of interviews with thirty students from 7th, 8th and 9th grades and two teachers (social studies and life and earth science teacher), and were collected over the course of three months through multiple data collection tools, namely observation, student focus group discussions and teacher interviews. A series of environmental activities offered students opportunities to: identify environmental problems, promote education for sustainable development and improve their environmentally conscious behaviour, develop creative solutions, and take actions for preserving nature in their community. The data were analysed using a content analysis method. The results reveal that students demonstrated cognitive development in terms of human rights, citizenship rights and responsibilities, environmental sustainability. While the program developed attitudes of empathy, respect, solidarity, it failed to instil a sense of responsibility to act for the betterment of the world, thus being a global citizen. 相似文献
12.
This study compared the perceptions of Korean-national university students studying in Korea and in the US regarding global citizenship. The study sample consisted of two distinct groups: students who had received their education exclusively in Korea and students who were born in Korea but had studied in the US since secondary school. By applying latent mean analysis, the study found that the US-educated Koreans had higher levels of trust and national identity, whereas the Koreans had higher levels of social responsibility and participation. The results suggest that university students of the same nationality who experience different social environments may perceive global citizenship in dissimilar ways. For future investigations, we suggest a longitudinally designed experimental study, which may reveal a causal relationship between the social experiences of university students who study abroad and their perceptions of global citizenship. In addition, future investigations should consider how these students are assimilated into and adapt to diverse interactions on multicultural campuses. 相似文献
13.
Najwan Saada Zehavit Gross 《Discourse: Studies in the Cultural Politics of Education》2017,38(6):807-822
This article analyzes how concepts of liberal and progressive Islam, which have been developed in the political and theological academic literature, may inform the curriculum of Islamic education and the practice of religious educators in Islamic schools in the US. We investigate the meaning of in-faith Islamic education and how it can conform to the life in a democratic, multicultural, and multi-faith society. Liberal Islam challenges the transmission-oriented and rigid interpretations of Islam and seeks to appreciate and to contextualize the religious claims which are compatible with ideals of reflective education, rational thinking, mutual respect, and equal citizenship. It suggests that students become critical ‘consumers’ of Islam, its moral and civic purposes, and the cultural politics of religious interrogations. 相似文献
14.
Sameena Eidoo 《Gender and education》2018,30(4):513-529
In this article, I offer a qualitative study of three spaces created by and for young Muslim women in Toronto, Canada: an after-school drop-in programme for Muslim girls, a Somali women’s group and a Muslim women’s collective. I focus on data gathered from interviews of seven Muslim women in their 20s who created the spaces, which offered refuge from the racism and Islamophobia in Canadian schools and society and from the patriarchal forms of social control in their families and communities. Drawing on feminist and ethnographic approaches to citizenship studies and a critical faith-centred epistemology, I consider how these spaces function as loci for teaching and learning self and community, building communities of resistance and articulating new notions of the political and of citizenship. 相似文献
15.
Laura Johnson 《Curriculum Journal》2013,24(1):77-96
Increasingly, countries around the world are promoting forms of ‘critical’ citizenship in the planned curricula of schools. However, the intended meaning behind this term varies markedly and can range from a set of abstract and technical skills under the label ‘critical thinking’ to a desire to encourage engagement, action and political emancipation, often labelled ‘critical pedagogy’. This article distinguishes these manifestations of the ‘critical’ and, based on an analysis of the prevailing models of critical pedagogy and citizenship education, develops a conceptual framework for analysing and comparing the nature of critical citizenship. 相似文献
16.
Zhenzhou ZHAO 《Frontiers of Education in China》2013,8(1):105-122
The global flow of citizenship education in China has spurred much discussion in Chinese academic circles. This study explores the interaction between citizenship education and China’s the existing political-ideological education and moral education as a space is negotiated a space in the current “ideoscape.” A qualitative approach is adopted to synthesize the literature coming from China on citizenship education from an interpretive and critical perspective. The research findings suggest: (a) The territory of orthodox political-ideological education is being narrowed down as its relationship with citizenship education is configured; (b) citizenship education and moral education are represented using different images to delineate their distinctions; and (c) the introduction of “global citizenship education” includes many new topics and competencies that expands the current ideoscape. This study argues that the ongoing debates on citizenship education are deeply rooted in China’s structural transformation, in which society tends to be separated from state. In negotiating its own territory, citizenship education reshapes China’s ideoscape in the education field. The paper concludes by suggesting that citizenship education should make a unique contribution to facilitating young citizens in a reexamination of the values imbedded in political-ideological education and moral education with a new social consensus being reached through the communication of ideas. 相似文献
17.
Despite the wealth of theoretical literature on globalization and global citizenship, empirical studies on the topic are lacking, especially in the context of pedagogical needs in relation to global citizenship education. In order to address this gap, a study was conducted in Hong Kong to investigate the attitudes of university students towards various dimensions of globalization and global citizenship. The initial results indicate that Hong Kong university students are generally quite aware of globalization's impact on the economy and personal consumption choices and that while there is considerable apathy towards international affairs, there is also a great interest in cross-cultural service learning opportunities that is not being met by the available programmes. Moreover, this study finds almost no association between age, gender, and religion and any of the measured dependent variables on attitudes towards globalization and global citizenship, the only exception being the factor of past intercultural experiences, where a significant difference in measured attitudes was found between respondents who had and respondents who had not participated in such experiences before. Explanations of the findings and the implications of findings for policy and future research are discussed. 相似文献
18.
In post-conflict and divided societies, global citizenship education has been described as a central element of peacebuilding education, whereby critical pedagogy is seen as a tool to advance students’ thinking, transform their views and promote democratic behaviours. The present study investigates understandings of and attitudes to global citizenship and the challenges faced in its implementation. Teacher interviews highlight lack of time and resources for critical reflection and dialogue. Where opportunities for relevant training are provided, this can benefit critical engagement. Boundaries of educational systems and structures also influence pupils’ understandings of the issues as evidenced in questionnaire findings. We argue that critical pedagogies may be limited unless criticality and activism transcend local and global issues and are applied to schools themselves. Emotional engagement may be required for teachers to claim the space to critically reflect and share with colleagues within and beyond their sectors in order to enable critical discourse amongst pupils. 相似文献
19.
ABSTRACT This study explored ways in which official social studies textbooks in South Korea promote global citizenship given the dominant neoliberal ideology in the field of education. Employing soft versus critical global citizenship education (GCE) and critical discourse analysis, this study analyzed 12 middle-school (seventh to ninth grades) social studies textbooks that are mandatory in Korean public schools. The findings of this study demonstrate the prevalence of a neoliberal agenda and nationalist rhetoric in the global citizenship discourses in the textbooks. We discussed the extent to which themes for GCE including globalization, cultural diversity, peace, sustainability, and associated skills and dispositions were instrumental in perpetuating neoliberal economic values and nationalism while marginalizing social justice and multiculturalism in official textbooks. 相似文献
20.
Helen Lawson 《Curriculum Journal》2013,24(2):163-178
During the 1980s the government of the time mooted the need for active citizenship which was associated with education for citizenship. The re-emergence of citizenship education as an important part of the curriculum has meant that notions underpinning the idea, including the meaning of active citizenship, are once again under scrutiny.This article examines different understandings of citizenship and how they give rise to different beliefs about what the rights and responsibilities of the citizen should be. It then discusses the present government's understandings of active citizenship and their intention to create a socially inclusive society, shifting from a rights-based paradigm of citizenship to one based on mutual obligation. It concludes by examining how those intentions might translate into the school context, drawing from recent research in three secondary schools in the United Kingdom. 相似文献