EDUCATION 187-Sem3: Global Citizenship Education
Instructor: Jason Nunzio Dorio, Ph.D. Classroom: Math Hall 3140 Office: Math Sciences Building, 8302 Class Time: Tuesday 1PM-4:50PM Email: firstname.lastname@example.org Office Hours: By Appointment
Global citizenship education has been an attempt by international institutions such as UNESCO to assist local and national policy makers and practitioners in addressing the multifaceted challenges of globalization(s) that impact education and society. However, many questions remain regarding the nature and possibility of education that can foster a global citizenship necessary to understand and resolve the world’s most pressing issues. This course seeks to confront such questions by focusing on the curriculum and instruction of global citizenship education. Using local and global research, the course will explore and analyze various perspectives, curricula and pedagogies pertaining to the teaching and implementation of global citizenship education at different levels of education.
Through lectures, discussions, active student participation, various readings and research, and group activities, students will be able:
- To co-create a safe and authentic learning community
- To explore a various literature, research and media related to a range of perspectives and teaching practices of global citizenship education
- To analyze themes of global citizenship education (e.g. human rights education, multicultural education, education for sustainable development, peace education, etc…)
- To teach lessons related global challenges
- To design and teach a global citizenship education unit plan that focuses on UN SDGs (United Nations Sustainable Development Goals).
REQUIRED AND RECOMMENDED READINGS
Students can purchase required at UCLA Bookstore. Most of the weekly readings will be posted on UCLA CCLE.
- Kelleher and Klein (2011). Global Perspectives (Ed. 4). Pearson Higher Ed.
- Smith, D. (2012). The Penguin State of the World Atlas (Ed. 9).
- 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/
- C.A. (2017) Theoretical and Empirical Foundations of Critical Global Citizenship Education. New York, Routledge.
- UNESCO (2014). Global citizenship education: Preparing learners for the challenges of the twenty-first century. Paris, France: UNESO. Available at http://unesdoc.unesco.org/images/0022/002277/227729E.pdf
- UNESCO (2015). Global Citizenship Education: Topics and Learning Objectives. Available at http://unesdoc.unesco.org/images/0023/002329/232993e.pdf
ASSIGNMENTS AND GRADING
- Attendance and Readings (10%): Students are expected to attend every course session and complete all required readings/assignments to fully participate in each class meetings.
- Global Challenge Lesson (40%): Students will be asked to prepare a research paper and mini lesson on a global challenge of their choice. The topic must be approved by the instructor prior to teaching the mini lesson.
- Research Paper (25 %): Students will select a single global issue guided by the questions what is the biggest challenge facing humanity or the planet and how are people actively addressing the challenge? The paper will be 5-page, double-space including bibliography in APA format. Guiding questions for the paper: what is the global challenge, what are some causes, and who/what does it impact (5%)? What are some of the innovative/creative ways people are addressing the global challenge (5%)? What are the consequences if it is not addresses (5%)? What can UCLA students do address the challenge (10%)?
- Mini Lesson (15%): Students will sign up for a presentation day during Week 1. Beginning on Week 4 students will present a 20-minute lesson pertaining to the global challenge they selected. Creative and innovative ways of teaching this information is expected.
- Group Unit Plan on UN SDGs (50%): In self-selected groups of 4-5 students, students will design a five-day unit plan covering at least 2 of the 17 UN SDGs (United Nations Sustainable Development Goals). https://sustainabledevelopment.un.org/sdgs.
- Unit Plan Report (25%): Introduction: Title, purpose, what are the UN SDGS that will be covered, and context (describe what age group is this unit designed for and what are the demographics of the students and educational space) Framework and Theory: what are the core principals and concepts of this unit? What skills, knowledge and virtues are being emphasized? Why are the principals and concepts important and what literature/research supports the framework? Teaching Practices (5%): How are the teaching practices and content culturally and contextually relevant and interdisciplinary? How do the teaching practices relevant to a pedagogy for critical global citizenship education? Table of five lessons (5%): name of lessons, learning objectives, key activities, name/number of SDGs. Detailed Description of 5 individual lessons (5%): Description of the lesson, learning objective, activities, assessments, key materials and literature. Note that one lesson must include some form of community engagement project/exercise.
- 45-minute lesson (25%): Groups present a 45-minute lesson of one of the lessons for their Unit Plan. All relevant information of the particular lesson must be creatively taught to the class.
COURSE POLICIES AND UNIVERSITY RESOURCES
- Student Code of Conduct
Students are expected to be familiar with university policies on conduct within the class and on campus, specifically on cheating and plagiarism and associated penalties. http://www.deanofstudents.ucla.edu/portals/16/documents/uclacodeofconduct_rev030416.pdf
For detailed information about academic integrity, please visit the Office of the Dean of Students website at http://www.deanofstudents.ucla.edu/students/integrity/.
2. Students with Disabilities
Students needing academic accommodations based on a disability should contact the Office for Students with Disabilities (OSD) at (310) 825-1501 or in person at Murphy Hall A255. When possible, students
should contact the OSD within the first two weeks of the term as reasonable notice is needed to coordinate accommodations. For more information visit www.osd.ucla.edu.
3. Undergraduate Writing Center
The Undergraduate Writing Center offers UCLA undergraduates one-on-one sessions on their writing. The Center is staffed by peer learning facilitators (PLFs), undergraduates who are trained to help at any stage in the writing process and with writing assignments from across the curriculum. PLFs tailor appointments to the concerns of each writer. Sessions can focus on how to approach an assignment, on formulating a thesis, on fleshing out a plan/outline for a draft, on reading a draft with the writer to check for clarity and flow, on incorporating and citing sources, on revising a paper based on instructor feedback, or on tackling grammar or sentence structure problems. (http://wp.ucla.edu/wc/).
4. Mobile Phones and Computer Devices
Please turn off mobile phones at the beginning of class. Any disruption of class due to the audible beeping or the use of mobile phones is treated as a violation of Section 102.13 of the UCLA Student Conduct Code (http://www.deanofstudents.ucla.edu/Code_choice.php). Additionally, during class, all computer devices used in class must be for note taking purposes only.
STRUCTURE OF THE COURSE
Each four-hour class meeting will be divided into three parts. The first part will be devoted to lecture and student-centered discussions facilitated by the instructor on global challenge. The second will be devoted be devoted to lecture and student-centered discussions facilitated by the instructor related to themes of global citizenship education connected to the global challenge of a given week. The last part with be lectures and discussion facilitated by students on pertaining to students’ Global Challenge Lesson (Assignment 2).
WEEK 1: The Dilemmas Of Citizenship And Citizenship Education. In addition to an general introduction to the course, this week will be guided by foundational questions such as what is citizenship and what is citizenship education? Class discussion on ideas of membership in a polity; collective benefits and rights; participation/political/social agency and responsibility; and knowledge/political socialization will be presented. Additionally, various perspectives to citizenship, such as critical and active models of citizenship will be intertwined with showcases various approaches and dilemmas of citizenship education.
WEEK 2: The Dialectics Of Globalization(s) And The Demand For A Critical Global Citizenship Education. This week will be devoted to describing the current era of globalization and addressing such questions as how did we get here, where are key global phenomena, why the complexities of globalization demand a plurality of globalization to globalization(s)? What are the relationships between globalization and knowledge and learning? How and why does the challenges of globalization necessities a reframing of citizenship education? What is global citizenship education, who is it for and who is it by?
WEEK 3: Theoretical Contours Of Global Citizenship Education. This week is grounded in the question what are the various theoretical underpinnings of global citizenship education? There will be an analysis of theories of global citizenship education espoused by various authors.
WEEK 4: Teaching Global Citizenship Education: Towards A Pedagogy for SDGs. Through comparative global cases, this week will be devoted to exploring the various teaching practices and curricula are that are being implemented for global citizenship education. Additionally, the class will analyze the 17 UNSDGs (United Nations Development Goals) and discuss how they are connected to global citizenship education.
Student mini-lessons Begin.
WEEK 5: GCE Theme 1: Human Rights Education. This week will be guided by the question why is human rights education an integral part of global citizenship education? The class will be devoted to such questions as what is the UN Declaration on Human Rights, what are some contemporary human rights violations, what are some of the benefits and limitations of human rights education, and what are some of the best practices of teaching human rights education? Student mini-lessons.
WEEK 6: GCE Theme 2: Issues of Diversity and Multicultural Education. This week will be guided by the question why is empathy and compassion for the other an integral part of global citizenship education? The class will first explore some issues related to racism, sexism, classism, homophobia, xenophobia and ableism around the world. The class will then discuss possible models of education that attempt address these issues such as multicultural (and intercultural) education, anti-racist education, inclusive education and culturally relevant pedagogy. Student mini-lessons.
WEEK 7: GCE Theme 3: Poverty, Global Inequality and Social Justice Education. This week will be guided by the question why is social justice education an integral part of global citizenship education? The class will first explore global issues of poverty, global inequalities of wealth and other human needs, and forms of marginalization and injustices. The class will discuss the relationship between civic minimums and critical and active citizenship. Additionally, the class will discuss models of social justice education. Student mini-lessons.
WEEK 8: GCE Theme 4: Sustainable development and Ecopedagogy. This week will be guided by the question why is education for sustainable development an integral part of global citizenship education? The class will first explore some of the most pressing environmental issues around the global and the relationship between human and the planet. The class will then discuss models of education for sustainable development and debate the need for ecopedagogy.
WEEK 9: GCE Theme 5: Peace Education. This week will be guided by the question why is peace education an integral part of global citizenship education. The class will first explore issues related to violence and war.The class will then discuss the various models of peace education.
WEEK 10: GROUP UNIT PLAN LESSONS
Theoretical and Epistemological Perspectives
- Abdi, A. A. and Shultz, L. (Ed.). (2008). Educating for human rights and global citizenship. Albany, NY: SUNY Press.
- Abdi A. 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.
- Abdi, A. A., Shultz, L., and Pillay, T. (Eds.) (2015). Decolonizing Global Citizenship Education. Rotterdam: Sense Publishers.
- Abowitz, K., & Harnish, J. (2006). Contemporary Discourses of Citizenship. Review of Educational Research, 76(4), 653-690.
- Agbaria, A. (2011). The social studies education discourse community on globalization: Exploring the agenda of preparing citizens for the global age. Journal of Studies in International Education, 15(1), 57-74.
- Andreotti, V. (2006). Soft versus critical global citizenship education. Policy & Practice: A Development Education Review, 3(Autumn), 40-51.
- Andreotti, V. (2010), ‘Postcolonial and post-critical global citizenship education’, in G. Elliott, C. Fourali and S. Issler, Education and Social Change. London: Continuum, pp. 223–45.
- Andreotti, V. (2015). Global citizenship education otherwise: pedagogical and theoretical insights. In Ali Abdi, Lynette Shultz, and Tashika Pillay (Eds.) Decolonizing Global Citizenship Education (pp. 221-230). Rotterdam: Sense Publishers.
- Andreotti, V. & de Souza, L.M. (2012). Postcolonial perspectives on global citizenship education. New York: Routledge.
- Andreotti, V., Jeferess, D., Pashby, K., Rowe, C., Tarc, P. and Taylor, L. (2010), ‘Difference and conflict in global citizenship in higher education in Canada’, International Journal of Development Education and Global Learning, 2(3): 5–24.
- Appiah, K. A. (2008). Chapter 6: Education for global citizenship. In D. Coulter, G. Fenstermacher and J. R. Wiens (eds)Yearbook of the National Society for the Study of Education, 107(1), 83-99.
- Apple, M. W. (2010), Global Crises, Social Justice, and Education. New York: Routledge.
- Arnot, M. (2009). A global conscience collective? Incorporating gender injustices into global citizenship education. Education, Citizenship and social justice, 4 (2), 117-132.
- Ashmead, M. (2000). Theory into Practice: Global citizenship Education.
- 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. (ed.) (2004), Diversity and Citizenship Education: Global perspectives (The Jossey-Bass education series). San Francisco, CA: Jossey-Bass.
- Banks, J. A. (2008). Diversity, group identity, and citizenship education in a global age. Educational researcher, 37(3), 129-139.
- Barber, B. (2002). The educated student: Global citizen or global consumer? Liberal Education, 88(2), 22-29.
- Burns, K. (2008). (re)Imagining the global, rethinking gender in education. Discourse: studies in the Cultural Politics of Education, 29(3), 343-357.
- Chan, J. (2008 ) Another Japan is Possible: New Social Movements and Global Citizenship Education.
- Clifford, V. & Montgomery, C. (Eds.) (2013). Moving towards internationalisation of the curriculum for global citizenship. Oxford, UK: Oxford Centre for Staff and Learning Development.
- 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.
- Dejaeghere, J. G. (2009). Critical Citizenship Education for Multicultural Societies. Interamerican Journal of Education for Democracy, 2(2), 223-236.
- Dill, J. (2013). The longings and limits of global citizenship education: The moral pedagogy of schooling in a cosmopolitan age. New York: Routledge.
- Dower, N. (2003), An Introduction to Global Citizenship. Edinburgh: Edinburgh University Press.
- Dunn, R. (2002). Growing good citizens with a world-centered curriculum. Educational Leadership, 60(2), 10-13.
- Eidoo, S., Ingram, L. A., MacDonald, A., Nabavi, M., Pashby, K. & Stille, S. (2012). “Through the kaleidoscope”: Intersections between theoretical perspectives and classroom implications in critical global citizenship education. Canadian Journal of Education/Revue Canadienne de l’éducation, 34(4), 59-85.
- Evans, M. (2008). Educating for “Global Citizenship” in Schools: Emerging Understandings. In Mundy (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 and Learning, 5(2), 17-34.
- Fanghanel, J. & Cousin, G. (2012). ‘Worldly’ pedagogy: A way of conceptualising teaching towards global citizenship. Teaching in Higher Education, 17(1), 39-50.
- Forghani-Arani, N., Hartmeyer, H., O’Loughlin, E. and Wegimont, L. (2013), Global Education in Europe: Policy, practice and theoretical challenges. Münster: Waxmann Verlag.
- 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 toward curriculum enhancement. Journal of Curriculum Theorizing, 25(1), 68-85.
- Gaudelli, W. & Heilman, E. (2009). Reconceptualizing geography as democratic global citizenship education. Teachers College Record, 111(11), 2647-2677.
- Gerrard, J. (2016). The refugee crisis, non-citizens, border politics and education. Discourse: sTudeis in the Cultural Politics of Education (Latest Articles).
- 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.
- Haydon, G. (2006). Respect for persons and for cultures as a basis for national and global citizenship. Journal of Moral Education, 35(4), 457-471.
- Ibrahim, T. (2005). Global citizenship education: Mainstreaming the curriculum? Cambridge Journal of Education, 35(2), 177-194.
- Jayashree Inbaraj, Subbalakshmi Kumar, Hellen Sambili, & Alison Scott-Baumann. (2003). Women and Citizenship in Global Teacher Education: The Global-ITE Project. Gender and Development, 11(3), 83-92.
- Jickling, B., & Wals, A. E. J. (2008). Globalization and environmental education: looking beyond sustainable development. Journal of Curriculum Studies, 40(1), 1-21.
- Koyama, J. (2015). The Elusive and Exclusive Global Citizen. Mahatma Gandhi Institute of Education for Peace and Sustainable Development / UNESCO Working Paper
- Langmann, E. (2011). Representational and territorial economies in global citizenship education: Welcoming the other at the limit of cosmopolitan hospitality. Globalisation, Societies and Education, 9(3-4), 399-409.
- Mannion, G., Biesta, G., Priestley, M. & Ross, H. (2011). The global dimension in education and education for global citizenship: Genealogy and critique. Globalisation, Societies and Education, 9(3-4), 443-456.
- Marshall, H. (2011). Instrumentalism, ideals and imaginaries: Theorising the contested space of global citizenship education in schools. Globalisation, Societies and Education, 9(3-4), 411-426.
- Matthews, J., & Sidhu, R. (2005). Desperately seeking the global subject: International education, citizenship and cosmopolitanism. Globalisation, Societies and Education, 3(1), 49-66.
- 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.
- Misiaszek, G. W. (2015). Ecopedagogy and Citizenship in the Age of Globalisation: connections between environmental and global citizenship education to save the planet. European Journal of Education, 50(3), 280-292.
- Moon, S. (2010). Multicultural and global citizenship in a transnational age: The case of South Korea. International Journal of Multicultural Education, 12(1), 1-15.
- Munck, R. (2010). Civic engagement and global citizenship in a university context: Core business or desirable add-on? Arts and Humanities in Higher Education, 9(1), 31-41.
- Nguyen, T.T. A. (2013). Towards Skillful Global Citizenship Education. Paideusis, 21(1), 26-38.
- Noddings, N. (Ed.). (2005). Educating citizens for global awareness. New York: Teachers College Press.
- Nussbaum, C. (2002), ‘Education for citizenship in an era of global connection’, Studies in Philosophy and Education, 21: 289-303.
- Ong, A. (2004), ‘Higher learning: Education availability and flexible citizenship in global space’, in J. A. Banks (ed.), Diversity and Citizenship Education. Global perspectives. San Francisco, CA: Jossey Bass, pp. 49-70.
- Osler, A., & Vincent, K. (2002). Citizenship and the challenge of global education. Sterling, VA: Trentham Books.
- O’Sullivan, M. and Pashby, K. (eds) (2008), Citizenship Education in the Era of Globalization: Canadian perspectives. Rotterdam, The Netherlands: Sense Publishers.
- Oxley, L. and Morris, P. (2013), ‘Global citizenship: A typology for distinguishing its multiple conceptions’, British Journal of Educational Studies, 61(3): 301-25.
- Parmenter, L. (2011). Power and place in the discourse of global citizenship education. Globalisation, Societies and Education, 9(3-4), 367-380.
- Pashby, K. (2011). Cultivating global citizens: Planting new seeds or pruning the perennials? Looking for the citizen-subject in global citizenship education theory. Globalisation, Societies and Education, 9(3-4), 427-442.
- Peters, M. A., Britton, A. & Blee, H. (Eds.). (2008). Global citizenship education: Philosophy, theory and pedagogy. Rotterdam, the Netherlands: Sense Publishers.
- 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.
- Pike, G. (2001). Towards an ethos of global citizenship education: some problems and possibilities. The Development Education Journal, 7(3), 30-32.
- Pike, G. (2008). Citizenship education in global context. Brock Education Journal, 17(1), 38-49.
- Puka, E. (2013). Political Education. The Global Education of Citizen through Active Citizenship. Studi sulla formazione, 16(2), 229-236.
- Rapoport, A. (2009). Lonely business or mutual concern: The role of comparative education in the cosmopolitan citizenship debates. Current issues in comparative education, 12(1), 23- 32.
- 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.
- Reimers, F. (2006). Citizenship, identity and education: Examining the public purposes of schools in an age of globalization. Prospects, 36(3), 275-294.
- Roman, L. G. (2003). Education and the contested meanings of ‘global citizenship.’ Journal of Educational Change, 4(3), 269-293.
- 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, 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. (2010). What do we ask of global citizenship education? International Journal of Development Education and Global Learning. 3 (1) 5-22.
- Shultz, L. (2015), ‘Decolonizing UNESCO’s post-2015 education agenda’, Postcolonial Directions in Education, 4(2): 96-115.
- Shultz, L., Abdi, A. A., & Richardson, G. H. (2010). Global Citizenship Education in Post-Secondary Institutions: Theories, Practices, and Policies. New York, Peter Lang.
- Standish, A. (2012), The False Promise of Global Learning: Why education needs boundaries. London: Bloomsbury.
- Stearns, P. N. (2009). Educating global citizens: Challenges and opportunities. New York: Routledge.
- 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.
- Tarrant, M. A. (2010). A conceptual framework for exploring the role of studies abroad in nurturing global citizenship. Journal of Studies in International Education, 14(5), 433- 451.
- 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/
- Tarozzi, M. and Torres, C.A. (2017). Global Citizenship Education and the Crises of Multiculturalism. Comparative Perspectives. London, Bloomsbury.
- Torres, C.A. (Forthcoming). Global Citizenship Education: Theoretical and Empirical Foundations. Oxford Research Encyclopedia of Education.
- Torres, C.A. (2015). Global Citizenship and Global Universities. The Age of Global Interdependence and Cosmopolitanism. European Journal of Education, Vol. 50, No. 3, pp. 262-279.
- Torres, C.A (2015). Solidarity and competitiveness in a global context: comparable concepts in global citizenship education? The International Education Journal: Comparative Perspectives, 14(2), 22-29.
- Torres, C.A. (2017). Theoretical and Empirical Foundations of Critical Global Citizenship Education. Routledge.
- Unterhalter, E. (2008). Cosmopolitanism, global social justice and gender equality in education. Compare: A Journal of Comparative and International Education, 38 (5), 539-553.
- Veugelers, W. (2011). The moral and the political in global citizenship: Appreciating differences in education. Globalisation, Societies and Education, 9(3-4), 473-485.
- Watson, S. (2013). An exploration into the teaching of cosmopolitan ideals: The case of global citizenship. Citizenship, Social and Economics Education, 12(2), 110-117.
- White, C. & Openshaw, R. (Eds.). (2007). Democracy at the crossroads: International perspectives on critical global citizenship education. New York: Lexington Books.
- Wilde, S. (Ed.) (2005). Political and Citizenship Education. International Perspectives. Oxford: Symposium Books, Cambridge University Press.
- Wintersteiner, W., Grobbauer, H., Diendorfer, G., and Reitmair-Juárez, S. (2015), Global Citizenship Education Citizenship Education for Globalizing Societies. Klagenfurt, AT: Zentrum für Friedensforschung und Friedenspädagogik. Retrieved from: http://www.peace-ed-campaign.org/global-citizenship-education-citizenship-education- for-globalizing-societies/
- 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.
Hartung, C. (2017). Global citizenship incorporated: competing responsibilities in the education of global citizens. Discourse: Studies in the Cultural Politics of Education. 38 (1), 16-29.
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.
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.
Lewin, R. (Ed.) (2009). The handbook of practice and research in study abroad: higher education and the quest for global citizenship. New York, Washington, DC: Routledge.
Local, National, and International Curricula
- Ali, M. A. (2009). Preparing citizens for a globalized world: The role of the social studies curriculum. Inter-American Journal of Education for Democracy, 2(2), 237-256.
- Chong, E. K. (2015). Global citizenship education and Hong Kong’s secondary school curriculum guidelines: From learning about rights and understanding responsibility to challenging inequality. Asian Education and Development Studies, 4(2), 221-247.
- Davies, I., & Issitt, J. (2005). Reflections on Citizenship Education in Australia, Canada and England. Comparative Education, 41(4), 389-410.
- Davies, I., & Pike, G. (2008). Global citizenship education: Challenges and Possibilities. In 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.
- 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.
- Frey, C. J. & Whitehead, D. M. (2009). International education policies and the boundaries of global citizenship in the US. Journal of Curriculum Studies, 41(2): 269- 290.
- Gardner-McTaggart, A. (2016). International elite, or global citizens? Equity, distinction and power: The International Baccalaureate and the rise of the South. Globalization, Societies and Education, 14 (1), 1-29.
- Gaudelli, W. (2007). Global courts, global judges, and a multicitizen curriculum. Theory & Research in Social Education, 35(3), 465-491.
- Girard, B. & Harris, L. M. (2013). Considering world history as a space for developing global citizenship competencies. The Educational Forum, 77(4), 438-449.
- Harshman, J., Augustine, T., and Merryfield, M. (2015). Research in Global Citizenship Education. Charlotte, NC: Information Age Publishing
- Karlberg, M. (2010). Education for Interdependence: The University and the Global Citizen. The Global Studies Journal, 3(1), 129-138.
- 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).
- Law, W. W. (2004). Globalization and citizenship education in Hong Kong and Taiwan. Comparative Education Review, 48(3), 253-273.
- Law, W. W., & Ng, H. M. (2009). Globalization and multileveled citizenship education: A tale of two Chinese cities, Hong Kong and Shanghai. Teachers College Record, 111(4), 851- 892.
- Law et al (2011) Citizenship and Citizenship Education in a Global Age: Politics, Policies and Practices in China. New York. Peter Lang Publishing Inc.
- 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.
- Lim, C. P. (2008). Global citizenship education, school curriculum and games: Learning Mathematics, English and Science as a global citizen. Computers & Education, 51(3), 1073-1093.
- Moon, R., & Koo, J. (2011). Global Citizenship and Human Rights: A Longitudinal Analysis of Social Studies and Ethics Textbooks in the Republic of Korea. Comparative Education Review, 55(4), 574-599
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Students and Learning
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