ethanporcaro/eric-fulltext-meta huggingface dataset:
Towards a Pedagogical Framework for Global Citizenship Education
Author: Blackmore, Chloe
Date: 2016-00-00
Type: Journal Articles
Subjects: Global Education,Citizenship Education,Teaching Models,Learning Processes,Critical Thinking,Reflection,Secondary Education,English Instruction,Grade 7,Discourse Analysis,Secondary School Teachers,Teaching Methods,Secondary School Students,Observation

Amidst growing recognition of the importance of the learning process within global citizenship education, this paper develops a pedagogical framework including dimensions of critical thinking, dialogue, reflection, and responsible being/action. It draws on a variety of critical literatures to identify characteristics of each of these dimensions. The second part of this paper begins to demonstrate how this framework might be used as an analytical approach in research and evaluation. It draws on observational examples from doctoral research in one English secondary school to identify aspects of critical thinking, dialogue, and reflection in practice, the strategies teachers use to foster these, and the challenges they may face. With development, the framework has potential for application in future research and evaluation into the complex teaching and learning processes involved in global citizenship education.
Global Citizenship in Pakistan
Author: Pasha, Aamna
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Global Approach,Student Attitudes,Values,Case Studies,College Students,Interviews,College Faculty,Teacher Attitudes,Nationalism,Definitions,History,Citizenship Education,Citizenship,Semi Structured Interviews,Qualitative Research,Knowledge Level

This paper attempts to understand the value of the ideology of global citizenship in Pakistan by looking at students' values and attitudes. In particular, it explores students' understanding of the term &quot;global citizen&quot; and their attitude towards the concept. Using a case study approach, interviews were conducted with six students in a privately run school under the national education system, in addition to five teachers who have undergone a global citizenship training. This research highlights students' strong national identity, which engenders a sense of urgency with regard to displaying a positive side of the country, with global citizenship being seen as one avenue for creating a positive image. In addition, the absence of a clear understanding of &quot;citizenship&quot; itself means a very loose understanding of what global citizenship could or should entail. These findings communicate the need to rethink global citizenship in the Pakistani context through a redefinition of the concepts from a local perspective.
The Influence of Possible Selves on Global Citizenship Identification
Author: Blake, Marion E.
Date: 2014-00-00
Type: Journal Articles
Subjects: Global Education,Citizenship,Prosocial Behavior,College Students,Experimental Groups,Control Groups,Structural Equation Models,Identification (Psychology),Multivariate Analysis

We examined the influence of a &quot;possible self&quot; activity on antecedents, identification, and outcomes of global citizenship. Participants wrote about either hoped-for selves as active global citizens, feared selves as inactive global citizens, or a typical day (control) and then answered questions to gauge their global citizen identification. Results show that the saliency of a feared self as an inactive global citizen led to greater identification with the global citizen identity. A structural equation model shows that feared self (vs hoped-for self) predicted greater global citizenship identification, through the perception of one's normative environment as prescribing a global citizen identity and global awareness. Global citizenship identification predicted greater endorsement of prosocial values and behaviours (e.g., intergroup empathy and helping). The results support the use of a &quot;feared self&quot; activity to engender global citizenship identification and prosocial values in students.
Theorizing Learning Process: An Experiential, Constructivist Approach to Young People&apos;s Learning about Global Poverty and Development
Author: Brown, Kate
Date: 2015-00-00
Type: Journal Articles
Subjects: Learning Processes,Experiential Learning,Constructivism (Learning),Global Education,Global Approach,Poverty,Individual Development,Relevance (Education),Lifelong Learning,Reflection,Identification (Psychology),Affective Behavior,Learning Theories

Learning processes in global education have not been significantly theorized, with the notable exception of the application of transformative learning theory. No theory of learning is complete, and to understand the complexity of learning, multiple theoretical lenses must be applied. This article looks at Jarvis's (2006) model of lifelong learning and argues that it can help global educators understand young people's learning about global poverty and development. Considering young people's learning through the lens of this theory highlights the way in which learning occurs in multiple contexts, its individual nature, and the significance of emotion, action, and identity as well as knowing in the process. These themes are already evident within existing research into the way in which young people in England learn about global poverty and development, as well as global education theory and commentary. As a result, and despite some limitations, Jarvis's learning theory has potential utility in extending global educators' understanding of young people's global learning.
Preparing Globally Competent Teachers: Indo-German Perspectives on Teacher Training
Author: Darji, Brijesh B.
Date: 2014-00-00
Type: Journal Articles
Subjects: Global Approach,Global Education,Minimum Competencies,Competency Based Teacher Education,Educational Needs,Teacher Education Programs,Educational Practices,Comparative Education,Foreign Countries,Teacher Competencies

Globalization has an immense effect on education. Education relies on the teacher and the process by which teachers are developed. In this context, the expectations of teacher role and options for teacher preparation today have key roles to play in educating children to become responsible citizens of increasingly multicultural societies and active participants concerning the global challenges in various facets of society. Globalization is one of the most powerful forces shaping the present and future world in which today's children and youth will have to survive, intellectually, to create a sustainable and just world society. Starting from a focused understanding of globalization, this article discusses the competences of global learning, associated competences of global teachers, and perspectives within the teacher training systems of India and Germany.
The Academy, Development, and Modernity&apos;s &quot;Other&quot;
Author: Haavelsrud, Magnus
Date: 2015-00-00
Type: Journal Articles
Subjects: Epistemology,Preferences,Educational Development,Educational History,Intellectual History,Praxis,Indigenous Knowledge,Educational Innovation,Interdisciplinary Approach,Science Education,Educational Practices

Epistemological preferences in Western academies over the centuries became the measuring rod for what is to count as valid knowledge in thinking about development. The genealogy of the sciences of law and economics can be traced back to the Roman and British empires. The problem is posed in this paper as to the question of how remnants of these genealogies continue to influence development models and to what extent the academy may be in need of transformation by the inclusion of epistemologies and ethics found in modernity's &quot;other&quot;, i.e. in cultures that continue to exist outside modernity. This transformation of the academy by enlargement, it is argued, would become more feasible by scientific methodologies inspired by forms of transdisciplinarity, trilateral science, and &quot;praxis.&quot;
The State of Development Education in Spain: Initiatives, Trends and Challenges
Author: Calvo, Adelina
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Development,Educational Trends,Trend Analysis,Foreign Countries,History,Cooperation,Educational Strategies,Nongovernmental Organizations,Compulsory Education,School Role,Public Agencies,Global Approach,Economic Climate

In this paper I analyse the state of development education (DE) in Spain, considering the specific context of the country, its history and the challenges it currently faces. I provide a review of the overall policy framework, highlighting the Spanish Cooperation Strategy on DE as a significant turning point in the consolidation of DE. Theoretical development is explained and the role of the main stakeholders, such as public bodies, non-governmental development organizations (NGDOs) and schools are discussed. I evaluate the roles that all of these organizations have played in promoting DE in compulsory education. The conclusions assess some of the strengths and weaknesses of DE in Spain as well as some of the current challenges.
Implementation of Global Development Education into the Curriculum at the Faculty of Economics and Management, Slovak University of Agriculture
Author: Svitacová, Eva
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Global Education,Global Approach,Curriculum Enrichment,Curriculum Implementation,Educational Change,Educational Practices,Economics Education,Educational Methods,Higher Education,Workshops

The new phenomenon of global development education (GDE) has gradually penetrated the curricula in Slovakia. For the purpose of more comprehensively preparing future economic actors, who will operate in the new global economic and social environment, we have decided to incorporate this topic into the curriculum at the Faculty of Economics and Management, Slovak University of Agriculture (FEM SUA). The national research project KEGA, supported by the Slovak Republic's Ministry of Education, Science, Research, and Sport, is also focused on this issue. Its objective is to develop a more comprehensive and current system of GDE for economic faculties in Slovakia, and to propose appropriate methods for its implementation into the educational process. This paper presents information about how the various themes and issues associated with the new educational approach are implemented into the curriculum at FEM SUA, as well as information on what new measures are proposed and are currently being gradually realized in order to clarify to the students the global dimension of processes and phenomena. The project is based on qualitative research undertaken via the study and analysis of public documents and of audio and video recordings made of faculty and at national discussion workshops. Through the analysis of individual discussions we identify not only the appropriate content of GDE within economics faculties but also the most appropriate forms for its implementation into the educational process at FEM SUA and at other economics faculties in Slovakia.
The Phenomenon of &quot;Being-In-Management&quot; in Executive Education Programmes: An Integrative View
Author: Sewchurran, Kosheek
Date: 2015-00-00
Type: Journal Articles
Subjects: Management Development,Business Schools,Futures (of Society),Teaching Methods,Business Administration Education,Socioeconomic Status,Sustainability,Global Approach,Masters Programs,Foreign Countries,Entrepreneurship,Learning Processes,Evidence,Heuristics

Currently, we experience a situation in society in general as well as business school education where leaders and executives prefer to remain ambivalent and inauthentic about humanity's worsening socio-economic challenges. As a result of this, we continue with regimes of common sense that have lost their legitimacy and perpetuate an unsustainable future. Occasionally we notice this when there is a financial, environmental, social, or ecological crisis. Is it possible to resurrect a willingness to be more proactive? This paper uses the business school education challenges to explore this dilemma and offer insight on how the situation could be changed. The paper argues that the key phenomenon of &quot;being-in-management&quot; has not received sufficient attention and is an important aspect of teaching and learning in business schools that constrains impact. We experience this as a lack of will, lack of commitment, and subsequent lack of action to improve many of the socio-ecological threats we encounter. This paper makes a concerted effort to offer a coherent argument that this is the case, and integrates recent views of the phenomenon of &quot;being-in-management&quot; to illustrate the potential for more societal impact. While the business school setting is in focus, the insight is of equal value to academics interested in development education and global learning.
Any Small Change?: Teacher Education, Compassion, Understandings and Perspectives on Global Development Education
Author: Varadharajan, Meera
Date: 2017-00-00
Type: Journal Articles
Subjects: Altruism,Student Attitudes,Global Education,Citizenship,Foreign Countries,Preservice Teachers,Focus Groups,Preservice Teacher Education,Elementary School Teachers,Surveys,Interviews

Increased migration of people(s), goods, ideas and ideologies necessitate global understanding, empathies and responses on the part of teachers and their students. This paper investigates the effects on 100 primary pre-service teachers' understandings of and attitudes toward a semester-long course exploring, inter alia, global development. The research was undertaken in Sydney, Australia. Near-identical surveys were administered at the course's beginning and end, for comparison. Additionally, four students volunteered to participate in a focus group for further discussion. Students' understandings, including misunderstandings, are examined in the context of their future professional responsibilities and of the related literature. While attitudes to those in underdeveloped countries appeared generally empathetic, this was premised on relatively limited or inaccurate &quot;knowledge.&quot; The paper questions the adequacy of compassion as a motivating factor in global development education and action, and related subject shortcomings. Moreover, it examines the contribution of compassion as an enabler or impediment to global equities and justices, and considers other approaches. The paper also explores implications for teacher education and accordingly posits some recommendations.
Modernity&apos;s &quot;Other&quot; and the Transformation of the University
Author: Richards, Howard
Date: 2015-00-00
Type: Journal Articles
Subjects: Social Sciences,Indigenous Knowledge,Educational Philosophy,Educational Change,World Views,Culture,Concept Formation,Cultural Background,Commercialization,Social Change,Higher Education,Western Civilization,Cultural Influences,Ethnology,Social Systems

In a dehumanized world in which meanings derived from dominant liberal world views are tacitly assumed to exist objectively and to impose themselves on discourses and on minds quite independently of who expresses them, this paper endorses what Immanuel Wallerstein calls &quot;unthinking social science&quot; and then rethinking social science in the light of modernity's &quot;other&quot;. We understand social science to include not just the academic fields discussed by Wallerstein like economics and political science, but also applied fields that tend to be inscribed within a liberal world view such as management, law, accounting, business, and education. Historically and logically, central planning and mixed economies in some ways deepen democracy, but nevertheless essentially preserve the logic of modernity (characterized by Max Weber as &quot;Zweckrationalität&quot;), and this paper argues that they are &quot;unequal to the task&quot;. We must, to use some phrases from Tom Berry, work to achieve a culture shift at a deeper level, at the constitutive level. A green, frugal, and less socially unequal future (which is the only possible future) is only possible if we can find ways to violate with impunity the systemic imperatives imposed by modernity's regimes of accumulation, be they capitalist, socialist, or mixed. We need to go further back in history beyond the point where commerce replaced kinship, to find the premises of a viable future. This implies that non-Western and indigenous knowledge systems are entitled to respect. &quot;Standard science as it stands today has many useful practical applications, but it does not have a metaphysical monopoly on the right way to talk about what 'is'&quot; (Bhaskar, 1986).
Think Piece: Cognitive Justice and Integration without Duress. The Future of Development Education--Perspectives from the South
Author: Odora Hoppers, Catherine A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Social Differences,Power Structure,Foreign Policy,Social Change,Western Civilization,Global Approach,Indigenous Knowledge,Activism,Cultural Pluralism,Social Justice,Foreign Countries,Individual Development,Transformative Learning,Ethics,Moral Values,Capacity Building,Universities,Trust (Psychology),Social Capital,Educational Philosophy,Teaching Methods

&quot;In a time of unacceptable global injustice, growing inequalities in the distribution of power, accelerating climate change, and unwavering racism and social exclusion, we are today facing the biggest challenges of human history&quot; (European Conference on Intercultural Dialogue in Development Education, 2008: 1). A favourable wind is blowing slowly and steadfastly from the South. No longer is the South an &quot;object&quot; of inquiry (Bhaba, 1995; De Silva et al., 1988; Prakash, 1995). The transition from bandit colonialism through the intricate systems of the modern triage society (Nandy, 1997; 2000) that is wired for Western cultural compliance is being challenged. We have to start &quot;rethinking thinking&quot; itself from the constitutive rules: how paradigms are made; how rules are policed; how the architecture of modern institutions is fashioned to make them behave the way they do (Odora Hoppers, 2009b; Odora Hoppers and Richards, 2012). We have to raise the issue of the fate of the grass roots into the global arena, where ways of knowing and the issue of indigenous knowledge systems (IKS) can be given higher priority. By doing this, we join hands in articulating the defences of the mind and conceptual categories that the grass roots use to organize their thoughts and keep their actions alive, not just in the villages, but also in the public sphere. Turning the previously colonized into participants in a new moral and cognitive venture against oppression requires more than just periodic elections. The atrophy of human capabilities that has characterized human development in the context of both bandit colonialism and the modern triage society demands the development of a plurality of insights, of critical traditions, and a deepening of the tools for diagnosis, and hence the quality of prognosis.
Sustainable Knowledge Transformation in and through Higher Education: A Case for Transdisciplinary Leadership
Author: Khoo, Su-Ming
Date: 2017-00-00
Type: Journal Articles
Subjects: Sustainability,Interdisciplinary Approach,Higher Education,Futures (of Society),Cooperation,Social Change,Transformational Leadership,Sustainable Development

This article explores inter- and transdisciplinarity, given the need for more complex, relevant, and transformative knowledge to shift society towards more sustainable futures. It connects practical questions about economic, societal, and ecological limits to questions about the limitations of academic knowledge. Transdisciplinarity involves co-constructing socially relevant, transformative knowledge with actors outside academia. In practice, transdisciplinary work requires clarity about intentions, along with inclusive and well-facilitated collaborative processes that accommodate dissenting and transgressive perspectives. Higher education has begun to experiment with inter- and transdisciplinarity via sustainability-focused projects. However, it insufficiently addresses broader demands for transformation and cannot address these adequately without integral leadership.
Questioning the &quot;Politicization of Education&quot;: Development Education and Citizenship Education in the Context of Japanese Education Policies
Author: Yumoto, Hiroyuki
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Politics of Education,Citizenship Education,Educational Policy,Political Issues,Controversial Issues (Course Content),Educational Change,Social Development,Citizen Participation,Political Science

Japan's educational system has undergone a series of reforms over the past decade or so. Through these reforms, the ruling party has strengthened the involvement of the government and local authorities in education. At the same time, there has been a growing tendency for teachers to avoid taking up political issues in classrooms, in order to comply with the idea of political neutrality in education. This article attempts to extract the present-day meaning of development education and its implications for citizenship education by critically examining certain aspects of recent Japanese educational policy. Specifically, while pointing out that government-directed citizenship education has become increasingly &quot;patriotic,&quot; the article reaffirms that development education is a kind of political education. Finally, the article argues that development education should be expanded to democratic citizenship education to nurture active citizens with global perspectives.
CLICK: Arts Education and Critical Social Dialogue within Global Youth Work Practice
Author: Aubrey, Meg
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Theater Arts,Art Education,Cooperative Programs,International Programs,Case Studies,Social Media,Social Change,Youth Programs,Transformative Learning,Sustainable Development,Citizenship Education,Global Approach

This article discusses CLICK, a collaborative theatre project between the Mess Up The Mess Theatre Company in Wales, the Hong Kong Academy for Performing Arts, the Australian Theatre for Young People, and Inspired Productions in New Zealand. This case study demonstrates the value of using arts education to bring together young people from multiple countries across the world through the use of social media and theatre for development work, and to explore issues of diversity and identity through Education for Sustainable Development and Global Citizenship (ESDGC). This article will explore the use of social media within arts education and global youth work practice to promote critical social dialogue around sensitive issues as a catalyst for positive social change.