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IDEA Development Education Webinar session

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IDEA Development Education Webinar session

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Future Trends in Development Education with Audrey Bryan https://www.youtube.com/watch?v=JLz9lV_SZmA

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Bridge 47

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Vol. 19 No. 4 (2020): Global education at crossroads

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Vol. 19 No. 4 (2020): Global education at crossroads

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Volume 19, 2021 - Issue 4: Mobilising Global Citizenship Education for Alternative Futures in Challenging Times; Guest Editors: Karen Pashby, Marta da Costa, Sharon Stein and Vanessa de Oliveira Andreotti

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The Policy Environment for Development Education Seminar Report

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The Policy Environment for Development Education Seminar Report

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This is a report on a development education seminar organised by the Centre for Global Education in partnership with the Praxis project  held on 29 April 2021. The seminar debated the content of Issue 31 of the journal Policy and Practice: A Development Education Review which is on the theme “The Policy Environment for Development Education”.

Presentations by Dobrawa Aleksiak & Magdalena Kuleta-Hulboj, Mags Liddy & Susan Gallwey, and Liam Wegimont

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A meta-review of typologies of global citizenship education

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ABSTRACT ABSTRACT This paper reports on a reflexive exercise contributing a meta-mapping of typologies of GCE and supplementary analysis of that mapping. Applying a heuristic of three main discursive orientations reflected in much of the literature on GCE - neoliberal, liberal, and critical - and their interfaces, we created a social cartography of how nine journal articles categorise GCE.

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New special issue of Globalisation, societies and education edited by Karen Pashby

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New special issue of Globalisation, societies and education edited by Karen Pashby

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Vanessa A. article

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ABSTRACT
This reflective article offers an account of important lessons I have been taught as an educator in the field of global citizenship education over the last 20 years. The article highlights some of the complexities and challenges in this area, with particular attention to problematic patterns of north-south relations and to the role of education in addressing systemic complicities in harm and unsustainability. The stories of practice presented in this article describe pedagogical experimentations in depth education and gesture towards global citizenship education 'otherwise'.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by Musagetes Foundation; Social Sciences and Humanities Research Council of Canada.

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Depth education and the possibility of GCE otherwise

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ABSTRACT This reflective article offers an account of important lessons I have been taught as an educator in the field of global citizenship education over the last 20 years. The article highlights some of the complexities and challenges in this area, with particular attention to problematic patterns of north-south relations and to the role of education in addressing systemic complicities in harm and unsustainability.

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The relationship between Global Citizenship Education and Education for Sustainable Development 

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The relationship between Global Citizenship Education and Education for Sustainable Development 

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last issue paper published by ENABEL

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For several years now, the demand for increased impact orientation has also affected the field of Global Education (GE) / Development Education and Awareness Raising (DEAR). In this context, a vivid discussion is still ongoing regarding what can be considered an ›impact‹ in GE/DEAR and how these impacts can be analysed. Both questions are dealt with within the scope of the research project ›Impacts and methods of impact monitoring in development education and awareness raising‹, which was financed by the German Federal Ministry for Economic Cooperation and Development (BMZ) and which is to be presented in this volume. Against the backdrop of the empirical findings of this research project, this publication shows which effects can be targeted in the planning and evaluation of GE-/DEAR-projects and which contextual conditions can influence their effectiveness.

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evaluation; entwicklungspolitik; bildung für nachhaltige entwicklung; bne; sustainable development goals

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For several years now, the demand for increased impact orientation has also affected the field of Global Education (GE) / Development Education and Awareness Raising (DEAR). In this context, a vivid discussion is still ongoing regarding what can be considered an ›impact‹ in GE/DEAR and how these impacts can be analysed.

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The Essential Role of Education for Citizenship and International Solidarity (Publication

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The Essential Role of Education for Citizenship and International Solidarity (Publication

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By Advisory Group on GCE
Funded by AFD
Full report in French
Exec Summary in English

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Le groupe Agence française de développement (AFD) finance, accompagne et accélère les transitions vers un monde plus juste et durable. Climat, biodiversité, paix, éducation, urbanisme, santé, gouvernance... : nos équipes sont engagées dans plus de 4000 projets dans les Outre-mer et 115 pays. Nous contribuons ainsi à l'engagement de la France et des Français en faveur des Objectifs de développement durable (ODD).

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Home | AFD - Agence Française de Développement

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Le groupe Agence française de développement (AFD) finance, accompagne et accélère les transitions vers un monde plus juste et durable. Climat, biodiversité, paix, éducation, urbanisme, santé, gouvernance... : nos équipes sont engagées dans plus de 4000 projets dans les Outre-mer et 115 pays.

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Book series on Global Citizenship Education

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Book series on Global Citizenship Education

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View All Book Series

BOOK SERIES

About the Series

This series seeks to understand how globalization has affected educational reform in K-12 and higher education systems in many countries in Latin America, North America, Europe, Africa, the Middle East, and Asia, but also understand the promise and prospects of global citizenship education as part of the post 2015 development goals set by the United Nations.

The particular focus of the series is on teacher perceptions of how globalization has influenced citizenship education, and to what extent global citizenship education can be implemented in classrooms. This will include critical analysis of changing student demographics and behavior, administration, funding, pedagogy and curriculum, testing and accountability, and interactions of schools with commerce and the community. Starting with the everyday experiences and knowledge of participants in educational processes, we will offer insights that can then be generalized above the level of the research subjects and inform deeper understanding of how globalization is affecting teachers and students in 21st century classrooms.

For more information please contact Alice Salt: [email protected]

12 Series Titles

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Critical Global Citizenship Education: Globalization and the Politics of Equity and Inclusion

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View All Book Series This series seeks to understand how globalization has affected educational reform in K-12 and higher education systems in many countries in Latin America, North America, Europe, Africa, the Middle East, and Asia, but also understand the promise and prospects of global citizenship education as part of the post 2015 development goals set by the United Nations.

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internationally scholars, share their perspectives on GCE in relation to university research, teaching and learning

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Book Description

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.

Table of Contents

Foreword
Carlos A. Torres
Introduction. Conversations with educators on Global Citizenship Education: In the pursuit of social justice

Emiliano Bosio

PART I: Critical Views on Global Citizenship Education: Critical Pedagogy, Otherwise/Post-Coloniality, Conviviality and Planetary Citizenship

Chapter 1. Critical Pedagogy and Global Citizenship Education

Henry A. Giroux, Emiliano Bosio

Chapter 2. Global Citizenship Otherwise

Sharon Stein, Vanessa Andreotti

Chapter 3. Global Citizenship Education as a Counter - Colonial Project: Engaging Multiple Knowledge Systems for Transformational Change.

Lynette Shultz

Chapter 4. From Global to Planetary Citizenship: A Proposal for Evolving Brazil University Curriculum

Silvia Elisabeth Moraes, Eduardo Moraes Arraut and Josefina Moraes Arraut

Chapter 5. Cultivating Global Citizenship Education and Its Implications for Education in South Africa

Yusef Waghid

PART II: Global Skills for Social Justice, Critical Semiotics and the Intersections of Neoliberalism, Internationalization, and Global Citizenship Education

Chapter 6. Global Skills and Global Citizenship Education

Douglas Bourn

Chapter 7. Educating for Global Citizenship in Diverse and Unequal Societies

Massimiliano Tarozzi

Chapter 8. Global Citizenship Education as Critical Global Semiotics

Maureen Ellis

Chapter 9. Intersections of Neoliberalism, Internationalization and Global Citizenship Education

Miri Yemini

PART III: Flourishing, Awareness, Responsibility, Participation, and Humanism as the Underpinning for Global Citizenship Education

Chapter 10. Flourishing and Global Citizenship Education

William Gaudelli

Chapter 11. Global Citizenship Education as Awareness, Responsibility and Participation

Hans Schattle

Chapter 12. Global Citizenship Education and Humanism: A Process of Becoming and Knowing

Maria Guajardo

Chapter 13. Global Citizenship Education as a Meta/critical Pedagogy: Concluding Reflections

Emiliano Bosio

Editor(s)

Biography

Emiliano Bosio is a Lecturer at Tokyo Woman's Christian University, Japan.

Reviews

"We have less than a decade to reach the Sustainable Development Goals. This book is a much needed and timely overview of current global perspectives on how Global Citizenship Education can help set the trajectory for a just and peaceful future that leaves no one behind."

-- Katrin Harvey, Chief Operating Officer, Ban Ki-moon Centre for Global Citizens, Vienna

"This book engages readers in reflecting upon what it means to be a 'global citizen' while providing essential insights into research examining the values and knowledge of Global Citizenship Education and how international educators orient themselves to their practice."

-- Nikola Ivezaj, Vice President of globalcitizen.org, New York, USA

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Conversations on Global Citizenship Education: Perspectives on Research, Teaching, and Learning in Higher Education

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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.