EDUC 187: Variable Topics in Education: Global Citizenship Education

EDUC 187: Variable Topics in Education: Global Citizenship Education

Tuesdays, 1-5pm Moore 3030

Instructors:

Dr. Carlos Alberto Torres, Distinguished Professor of Education and UNESCO UCLA Chair in Global Learning and Global Citizenship Education

Dr. Jason Dorio, Post-Doctoral Scholar, UNESCO UCLA Chair in Global Learning and Global Citizenship Education

Course Description:

This course explores issues of Global Citizenship in education and society as a whole by analyzing critical challenges and envisioning possible solutions to

the multiple layers of the theoretical, empirical, and practical implementation of global citizenship education. This course examines how global citizenship education and education for sustainable development are beginning to impact the life, actions, policies and practices of educators, students, NGOs, governments, multi-national organizations, and other key players in local and global

contexts. Students will examine how Global Citizenship Education impacts our worldview, teaching, and learning as we strive to envision and work towards a more just and sustainable society.

RATIONALE FOR THE COURSE

Citizenship education has been traditionally associated to ‘civic education’, that is the teaching of constitutional democracy and obedience to the nation-state. Three categories are linked to civics education. The first one is civic knowledge, which in the context of constitutional democracy entails the knowledge of basic concepts informing the practice of democracy such as public elections, majority rule, citizenship rights and obligations, constitutional separation of power, and the placement of democracy in a market economy, used as the basic premises of civil society. The second category associated with citizenship building is civic skills, which usually means the intellectual and participatory skills that facilitate citizenship’s judgment and actions. The last category is civic virtues, usually defined in Western societies around liberal principles such as self-discipline, compassion, civility, tolerance and respect. However, within the context of the current era globalization(s) and its complex social, economic, political, cultural and environmental impacts, many questions regarding the nature of citizenship education and the construction of citizens remain:

In what ways will global citizenship education be included into definitions of citizenship building? How has the concept of GCE been incorporated in the contemporary discourses circulating and competing in the international system, governments and academia? What is the role of UNESCO and the UNITED NATIONS in promoting GCE and Education for Sustainable Development? These are some of the themes that will be addressed in this course, and are connected with the dominant agendas in the multiple globalizations that we are experiencing and slowly but surely are altering the way we understand education and learning in the 21st century. These themes are also connected to the controversies around citizenship building, diversity and the dilemmas of multiculturalism, and interact with the responsibilities of universities and adult learning systems in promoting citizenship building. This course is a systematic introduction to reveal multiple layers for understanding the meta-theoretical, theoretical and empirical implementation of global citizenship education.

The movement towards global citizenship education and education for sustainable development is beginning to impact the life, actions, policies and practices of Ministries and Secretariats of Education and Ministries of Foreign Affairs the world over, and therefore impacting the way that teacher’s training and teachers are working in diverse environments.

Class Outline

Session #1 (1/10): We will discuss the syllabus and some of the recent developments in Global Citizenship Education or what Torres has called the Realpolitik of GCE. [Organization of the work in groups.]

  1. Carlos Alberto Torres, Education for Global Citizenship. Chapter for the Oxford Research Encyclopedia of Education (in press, to be published 2017).
  2. Global Citizenship Education. Preparing learners for the challenges of the twenty-first century

Session #2 (1/17): Ask the question of why global citizenship and why now, and advances some theses fully documented in the following sessions.

  1. Massimiliano Tarozzi and Carlos Alberto Torres, Global Citizenship Education and the Crises of Multiculturalism. Comparative Perspectives. London, Bloomsbury, 2017.

Session #3 (1/24): Discusses the tensions between collaboration and competition in the world system, a tension that surely impacts both national citizenship education and the project of global citizenship education per se. We will also focus on the diverse agendas of globalization. Analyzes three dominant agendas of globalization that includes Hyper-globalists, Skeptics and Transformationists. These developmental agendas play by definition a role of how people, institutions, corporations and governments with their political agendas position themselves in the debates about global citizenship education.

  1. Carlos Alberto Torres. Theoretical and Empirical Foundations of Global Citizenship Education. New York, Routledge, in press.

Session #4 (1/31): Visiting Speaker: Dr. Aly Juma on Paulo Freire Model and the construction of citizenship through literacy.

  1. The adult literacy process as cultural action for freedom. Harvard Educational Review; Cambridge; Winter 1998; Paulo Freire; Volume: 68 (1970)

Its available from this link:

  1. http://courseweb.ischool.illinois.edu/~katewill/spring2014- 502/background%20reading/friere%20cultural_action_for_conscientization.pdf

Session #5 (2/7): Discusses the new common sense of neoliberalism and how it impacts the university and by implication citizenship building. Organized around seven iconoclastic theses, this session offers a foundation or building blocks to understand the interaction of universities and their role in citizenship building. [Group Paper #1 and Individual Reflection Due]

Torres, Routledge book in press

Session #6 (2/14): Offers a typology of national universities and global universities, which is both analytical and provocative, linking universities and public spheres as well as global and local imaginaries affecting citizenship building.

Torres, Routledge book in press

Session #7 (2/21): Is tributary of Torres’ joint book just published with Massimiliano Tarozzi, and discusses the question of multiculturalism in the world system with a particular emphasis on social justice education. This discussion has implications for citizenship building in general and global citizenship education in particular.

  1. Massimiliano Tarozzi and Carlos Alberto Torres, Global Citizenship Education and the Crises of Multiculturalism. Comparative Perspectives. London, Bloomsbury, 2017.

Session #8 (2/28): Adult Learning and Global Citizenship Education, offers commentaries aimed at the practitioners working in the difficult trenches of adult learning education.

Torres, Routledge, book in press.

Session #9 (3/7): Visiting Speaker: Dr. Chitra Golestani will present on Global Citizenship Education and Peace Education analyzing possibilities and limitations of these concepts through innovative and participatory instructional strategies.  Required reading and viewing for this session include:

  • Andreaotti, V. (2006). Soft versus critical global citizenship education. Policy and Practice: A Development Education Review. Center for Global Education, 3, 40-51. Available

Session #10 (3/14): Ask the question: could Global Citizenship Education became a global social movement? [Group Presentations]

Torres, Routledge, book in press.

FINALS (3/21): No Class meeting. Group Paper #2 and Individual Reflections Due

Course Organization and Evaluation.

The first two hours will consist of lectures and commentaries by the instructors and Q&A. The second part of the session will consist of work by students under the guidance of the instructors, and student’s presentation of their bibliographical reviews and analysis.

This course will focus on an extensive bibliographical review to be accomplished by the students under the guidance of co-Instructor Dr. Jason Dorio.

Participation in class will be worth 10% of the final grade, two papers will be worth 40% each, and presentations in class will be worth 10%. Each paper will be written by a group and following specific requests from the instructors.

Important Dates:

Week 1, January 10: Group Selection.

Week 4, January 31: Dr. Torres and Dr. Dorio attending a conference. Visiting Speaker Dr. Aly Juma.

Week 5, February 7: GROUP PAPER 1 and Individual Reflections due by 11:59pm

Week 9, March 7: Dr. Dorio and Dr. Torres attending a conference on Global Citizenship Education. Visiting Speaker Dr. Chitra Goldestani.

Week 10, March 13: Group Presentations

[Finals] March 21: GROUP PAPER 2 and Individual Reflections due by 11:59pm

BIBLIOGRAPHY

Mandatory

Massimiliano Tarozzi and Carlos Alberto Torres, Global Citizenship Education and the Crises of Multiculturalism. Comparative Perspectives. London, Bloomsbury, 2017.

Carlos Alberto Torres, Education for Global Citizenship. Chapter for the Oxford Research Encyclopedia of Education (in press, to be published 2017)

UNESCO. Global Citizenship Education. Preparing Learners for the Challenges of the Twenty-First Century. UNESCO, Paris, 2014.

Carlos Alberto Torres. Theoretical and Empirical Foundations of Critical Global Citizenship Education. New York, Routledge, in press.

Recommended

Abdi A and Shultz L (eds) (2008) Educating For Human Rights and Global Citizenship. New York: SUNY Press.

Abdi A and Shultz L (2010) (Re)-imagining a shared future through education for global social justice. International Journal of Curriculum and Instruction. VII(1), 128– 139.

Andreaotti, V. (2006). Soft versus critical global citizenship education. Policy and Practice: A Development Education Review. Center for Global Education, 3, 40- 51.

Andreotti, V. & de Souza, L.M. (Eds.) (2011). Postcolonial Perspectives on Global Citizenship Education. London/ NewYork: Routledge.

Banks, J. A. (2004). Teaching for social justice, diversity, and citizenship in a global world. The educational forum, 68(4), 296-305.

Banks, J. A. (2008). Diversity, group identity, and citizenship education in a global age. Educational researcher, 37(3), 129-139.

Chui, W. H., & Leung, E. W. (2014). Youth in a global world: attitudes towards globalization and global citizenship among university students in Hong Kong. Asia Pacific Journal of Education, 34(1), 107-124.

Coryell, J. E., Spencer, B. J., & Sehin, O. (2013). Cosmopolitan Adult Education and Global Citizenship: Perceptions From a European Itinerant Graduate-Professional Study Abroad Program. Adult Education Quarterly, 64 (2), 145-164.

Davies, L. (2006). Global citizenship: Abstraction or framework for action? Educational Review, 58 (1), 5-25.

Davies, I., Evans, M., & Reid, A. (2005). Globalizing citizenship education? A critique of “global education” and “citizenship education.” British Journal of Educational Studies, 53(1), 66-89.

Davies, I., & Pike, G. (2008). Global citizenship education. In R. Lewin (Ed.) Handbook of Practice and Research in Study Abroad: Higher Education and the Quest for Global Citizenship. NY: Routledge., 61-78.

D’Cruz, B., & Osipova, D. O. (2011). Education for Sustainable Development and Global Citizenship (ESDGC): The Implications for Higher Education institutions in the Russian Federation. Contemporary Higher Education: Innovative Aspects / Sovremennaia Vysshaia Shkola: Innovatsionny Aspect, (2), 43-48.

Education Above All. (2012): Education for global citizenship. Doha, Qatar: Education Above All. Retrieved May 14, 2014, from http://www.ineesite.org/uploads/files/ resources/ EAA_ Education_for_Global_Citizenship.pdf

Eidoo, S., Ingram, L., MacDonald, A., Nabavi, M., Pashby, K., & Stille, S. (2011). “Through the Kaleidoscope”: Intersections between Theoretical Perspectives and Classroom Implications in Critical Global Citizenship Education. Canadian Journal Of Education, 34(4), 59-84.

Engel, L. C. (2014). Global citizenship and national (re) formations: Analysis of citizenship education reform in Spain. Education, Citizenship and Social Justice, 9(3), 239-254.

Evans, M. (2008). Educating for “Global Citizenship” in Schools: Emerging Understandings. In K. Munday (ed) Comparative and International Education: Issue for Teachers. Toronto, Ontario: Canadian Scholars’ Press Inc., 273-298.

Evans, M., Ingram, L.A., MacDonald A., & Weber, N. (2009). Mapping the “global dimension” of citizenship education in Canada: The complex interplay of theory, practice and context. Citizenship, Teaching & Learning, 5 (2), 17-34.

Galiero, M., Grech, W., & Kalweit, D. (2009). Global citizenship education: The school as a foundation for a fair world. Outlook Coop.

Gaudelli, W. (2009). Heuristics of Global Citizenship Discourses towards Curriculum Enhancement, Journal of Curriculum Theorizing, 25 (1), 68-85.

Green, M.F. (2012). Global Citizenship: What Are We Talking About and Why Does it Matter? Trends & Insights: For International Education, January 2012, 1-4.

Jorgenson, S. (2010). De-centering and re-visioning global citizenship education abroad programs. International Journal of Development Education and Global Learning, 3 (1), 1-24.

Jorgenson, S. & Shultz, L. (2012). Global Citizenship Education (GCE) in Post- Secondary Institutions: What is Protected and what is Hidden under the Umbrella of GCE? Journal of Global Citizenship & Equity Education, 2(2).

Lee, W. O & Leung, S. W. (2006). Global Citizenship Education In Hong Kong and Shanghai Secondary Schools: Ideals, Realities and Expectations. Citizenship Teaching and Learning, 2(2), 68-84.

Lewin, R. (2009). The handbook of practice and research in study abroad: higher education and the quest for global citizenship. New York, Washington, DC: Routledge ; Association of American Colleges and Universities.

Marino, M. T., & Hayes, M. T. (2012). Promoting Inclusive Education, Civic Scientific Literacy, and Global Citizenship with Videogames. Cultural Studies Of Science Education, 7(4), 945-954.

Mayo, M., Gaventa, J., & Rooke, A. (2009). Learning global citizenship? Exploring connections between the local and the global. Education, Citizenship and Social Justice, 4(2), 161-175.

Nguyen, T.T. A. (2013). Towards Skillful Global Citizenship Education. Paideusis, 21(1), 26-38.

Ortega, L., Cordón-Pedregosa, R., & Sianes, A. (2013). University and Non-government Organisations: Indispensable Partners in Global Citizenship Education in Spain. The New Educational Review, 34(4), 74-84.

Oxfam (1997). A curriculum for global citizenship. Oxford: Oxfam Development Education Programme.

Oxfam (2006). Education for global citizenship: A guide for schools. London, United Kingdom: Oxfam. Available online at http://www.oxfam.org.uk/education/gc/

Peters, M. A., Britton, A., & Blee, H. (2008). Global citizenship education: Philosophy, theory and pedagogy. Sense Publishers Rotterdam, The Netherlands.

Petrovic, J., & Kuntz, A. (Eds.). (2014). Citizenship Education: Local Contexts and Global Possibilities. NY: Routledge.

Pigozzi, M. J. (2006). A UNESCO view of global citizenship education. Educational Review, 58(1), 1-4.

Puka, E. (2013). Political Education. The Global Education of Citizen through Active Citizenship. Studi sulla formazione, 16(2), 229-236.

Reilly, J., & Niens, U. (2014). Global Citizenship as Education for Peacebuilding in a Divided Society: Structural and Contextual Constraints on the Development of Critical Dialogic Discourse in Schools. Compare: A Journal Of Comparative Education, 44(1), 53-76.

Rhoads, R. and Szelenyi, L. (2011). Global Citizenship and the University: Advancing Social Life and Relations in an Interdependent World. Stanford: CA, Stanford: University Press.

Russell, W. I., & Waters, S. (2013). Character Education: Using Film to Promote Global Citizenship. Childhood Education, 89(5), 303-309.

Schattle, H. (2007). The Practices of Global Citizenship. Lanham: Rowman and Littlefield Publishers, Inc.

Schattle, H. (2008). Education for global citizenship: Illustrations of ideological pluralism and adaptation. Journal of Political Ideologies, 13(1), 73-94.

Schattle, H. (2009). Global Citizenship in Theory and Practice. In The Handbook of Practice and Research in Study Abroad: Higher Education and the Quest for Global Citizenship, ed. R. Lewin. NewYork: Routledge, 3-20.

Shultz, L. (2007). Educating for global Citizenship: Conflicting Agendas and Understandings. Alberta Journal of Educational Research, 53(3), 248-258.

Shultz, L., Abdi, A. A., & Richardson, G. H. (2010). Global Citizenship Education in Post-Secondary Institutions: Theories, Practices, and Policies. New York, Peter Lang.

Shultz, L., & Guimaraes-losif, R. (2012). Citizenship education and the promise of democracy: A study of UNESCO Associated Schools in Brazil and Canada.

Education, Citizenship and Social Justice, 7(3), 241-254.

Stromquist, N. (2009). Theorizing Global Citizenship: Discourses, Challenges, and Implications for Education. Interamerican Journal of Education for Democracy, 2 (1), 6-29.

Su, F., Bullivant, A. and Holt, V. (2013). Global Citizenship Education. In Curtis, W., et al (eds) Education Studies -An Issues Based Approach (3rd Edition). Exeter: Sage/Learning Matters, 231-244.

Tawil, S. (2013). Education for ‘Global Citizenship’: A framework for discussion.

Unesco education research and foresight, Paris. [erf working papers series, no. 7].

Tawil, S. (2014). Education for ‘Global Citizenship’: Beyond the ‘Fuzzword.’ Norrag Website. Web. Retrieved from: http://norrag.wordpress.com/2014/02/03/education-for-global-citizenship-beyond-the-fuzzword/

Tormey, R., & Gleeson, J. (2012). The gendering of global citizenship: findings from a large-scale quantitative study on global citizenship education experiences. Gender and Education, 24(6), 627-645.

UNESCO (2011). Contemporary Issues in Human Rights Education. Paris: UNESCO.

UNESCO (2013). Global Citizenship Education: An Emerging Perspective. Outcome document of the Technical Consultation on Global Citizenship Education. http://www.unesco.org/ new/en/education/resources/online-materials/single view/news/unescos_seoul_ consultation_deepens_understanding_of_ global_citizenship_education/#.UjxKSX-bFng.

UNESCO Bangkok Office (2014). Learning to Live Together: Education Policies and Realities in the Asia-Pacific. Paris and Bangkok: UNESCO.

Veugelers, W. (2011). The moral and the political in global citizenship: appreciating differences in education. Globalisation, Societies and Education, 9 (3-4): 473-485.

Young, M., & Commins, E. (2002). Global citizenship: The handbook for primary teaching. Oxford, UK: Oxfam.

Zahabioun, S. et al (2013). Global Citizenship Education and Its Implications for Curriculum Goals at the Age of Globalizations. International Education Studies, 6 (1), 195-206.

Zhao, Z. (2013). The shaping of citizenship education in a Chinese context. Frontiers of Education in China, 8(1), 105-122.

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