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Books
Books
In the first three chapters, the authors indicate a series of research about helping the students to raise awareness of global citizenship. Chapters 4, 5 and 6 also introduce plenty of teaching approaches which can support developing students’ awareness of global citizenship.
This book offers a remarkable collection of theoretically and practically grounded conversations with internationally recognized scholars, who share their perspectives on Global Citizenship Education in relation to university research, teaching, and learning. Besides, this book was divided into three core parts as follows.
Critical Views in Global Citizenship Education
Global Skills for Social Justice, Critical Semiotics, and the Intersections of Neoliberalism, Internationalization, and Global Citizenship Education
Flourishing, Awareness, Responsibility, Participation, and Humanism as the Underpinning for Global Citizenship Education
In chapter 12, drawing from a qualitative study that used constructivist and informed grounded theory, the chapter shows how global citizenship education is conceptualised and practised in a province in Northern Italy. Moreover, chapter 17 aims to improve the quality of global citizenship education taking place in schools across five countries and to increase the number of teachers actively engaging with global citizenship education through creating and testing methodologies for measuring impact on attitudes and values.
Chapter 5 discusses findings from a three-year study on how and why educators teach for global citizenship. Chapter 6 discusses teachers in the state of Indiana on their understandings of global citizenship, the extent to which they find it relevant to their curriculum, and the limitations they have encountered. Chapter 9 focuses on the benefits and limitations of school-wide curricula that promote global citizenship education, as well as the significance of racial, geographic, and economic privilege when identifying oneself as a global citizen.
Chapter 3 argues the main trends underscoring the need for global citizenship education. Chapters 5 and 6 focus on the role of global universities and global citizenship education. In chapter 11, this conclusion presents some closing thoughts on the concepts discussed in the preceding chapters of this book. The book focuses on the challenges for the enabling requirements for Global Citizenship Education and also mentions some reflections about the role of lifelong and adult learning in addition to basic classroom instruction.
In chapter 7, this study focuses on global citizenship education in South Korea, because the case of South Korea challenges a conventional understanding of citizenship education. Chapter 10 focuses on how global citizenship dealigns and contests with local to national citizenships within India.
Journal Articles
Journal Articles
Preparing teachers to educate for 21st century global citizenship: Envisioning and enacting
This paper is based on a three-year study examining teacher candidates' experiences in learning to educate for global citizenship, the changes of their perceptions on global citizenship education, and the challenges and achievements they experienced in educational practices. The participants of this research are from an undergraduate course entitled Educating for Global Citizenship. Findings from this study indicate the unique opportunities and challenges teachers face in learning to educate for global citizenship.
The Impact of Globalization on Teaching Profession: The Global Teacher
The main objective of the present study was to examine the impact of globalization on the teaching profession based on teacher views. The study group included 40 teachers employed in schools in Turkey. Study findings demonstrated that globalization has resulted in changes in certain existing roles of the teachers. In the study, it was determined that globalization had negative effects besides several positive effects on teachers' qualifications.
Pre-service teacher perspectives on the importance of global education: world and classroom views
This paper explores pre-service teacher perceptions of the importance of global education and their learning as a result of this emphasis. The object of the research is 939 surveys which were received from pre-service teachers in 12 courses. The result indicates pre-service teachers are interested in global education, especially in terms of how they can incorporate it into their teaching and, with exposure over a number of semesters student understandings develop, creating better-prepared teachers of global education.
This article addresses the demand for global content knowledge that the process of internationalization has placed on the preparation of social studies teachers. The object of research is one cohort of preservice teachers who learned about globalization during participation in a three-week international relations simulation. The result indicates that: (1) preservice teachers acquired a shared, conceptual vocabulary for globalization. (2) they also demonstrated a more systematic and critical understanding of the ways that power and conflict shaped the events and actors.
Preservice teachers’ views of global citizenship and implications for global citizenship education
The aim of this research project was to investigate preservice teachers’ understandings of global citizenship, with a particular focus on cultural diversity. Participants were 21 first-year pre-service teachers from a four-year programme of Bachelor of Education. 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’.
This study explores the teaching development of a group of 24 preservice teachers from a regional university on a placement in Beijing and examines the ways they make explicit connections between their learning on overseas practicum and their teaching in Australia. The findings indicate that it is precisely the difference in teaching contexts that enables professional development in key areas of professional standards. The study challenges perceptions of overseas practicum as ‘cultural tourism’ and also the presumption of conflict between preparing teachers for both global and local contexts.
Websites
Websites
This website introduce the aim, constitution, themes and global network of UNESCO global citizenship education. Moreover, it also provides plenty of latest publications about the global citizenship education.
Clearinghouse on Global Citizenship Education
The Global Citizenship Education Clearinghouse is a global database on Global Citizenship Education jointly to facilitate information sharing and enhance knowledge and understanding of Global Citizenship Education. In this platform, you can find the definition, Policies, good practices, teaching and learning materials, journal articles and other resources on GCED from all over the world.
TED Talk
TED Talk
Studying abroad and the global perspective
Emma Baumgartner shares her experiences in Barcelona and on a high school immersion trip to Pontevedra, Spain. Her story demonstrates the value of immersing oneself in a host culture and taking advantage of every opportunity, no matter how uncomfortable it initially may seem.
References
References
1. Bamber, P. (2019). Teacher Education for Sustainable Development and Global Citizenship : Critical Perspectives on Values, Curriculum and Assessment. Routledge.
2. Bosio, E. (2021). Conversations on global citizenship education : perspectives on research, teaching, and learning in higher education. Routledge.
3. Bruce, J., North, C., & FitzPatrick, J. (2019). Preservice teachers’ views of global citizenship and implications for global citizenship education. Globalisation, Societies and Education, 17(2), 161–176. https://doi.org/10.1080/14767724.2018.1558049
4. Canlı, S., & Demirtaş, H. (2017). The Impact of Globalization on Teaching Profession: The Global Teacher. Journal of Education and Training Studies, 6(1), 80–95. https://doi.org/10.11114/jets.v6i1.2792
5. Cruickshank, K., & Westbrook, R. (2013). Local and global - conflicting perspectives? The place of overseas practicum in preservice teacher education. Asia-Pacific Journal of Teacher Education, 41(1), 55–68. https://doi.org/10.1080/1359866X.2012.753989
6. Ferguson Patrick, K., Macqueen, S., & Reynolds, R. (2014). Pre-service teacher perspectives on the importance of global education: world and classroom views. Teachers and Teaching, Theory and Practice, 20(4), 470–482. https://doi.org/10.1080/13540602.2014.881639
7. Guo, L. (2014). Preparing teachers to educate for 21st century global citizenship: Envisioning and enacting. Journal of Global Citizenship & Equity Education, 4(1). NO DOI. (assess link [only google access])
8. Harshman, J., Augustine, T., & Merryfield, M. M. (2015). Research in global citizenship education. Information Age Publishing Inc.
9. Keengwe, J. (2022). Handbook of research on promoting global citizenship education. IGI Global.
10. Misiaszek, L. I. (2020). Exploring the complexities in global citizenship education : hard spaces, methodologies, and ethics. Routledge.
11. Myers, J. P., & Rivero, K. (2020). Challenging preservice teachers’ understandings of globalization: Critical knowledge for global citizenship education. Journal of Social Studies Research, 44(4), 383–396. https://doi.org/10.1016/j.jssr.2020.05.004
12. TED. (2014, June 28). Studying abroad and the global perspective | Emma Baumgartner | TEDxNewarkAcademy [Video]. YouTube. https://www.youtube.com/watch?v=H5jsc6rOdaM&t=7s
13. Torres, C. A. (2017). Theoretical and empirical foundations of critical global citizenship education. Routledge.
14. UNESCO. (n.d.). Global citizenship education.https://en.unesco.org/themes/gced
15. UNESCO., & APCEIU. (n.d.). Clearinghouse on Global Citizenship Education. https://gcedclearinghouse.org/about?language=en
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