Bridging theory and practice: conceptualisations of global citizenship education in Dutch secondary education

Abstract

With the rise of Global Citizenship Education (GCE) in education systems worldwide, recent research has attempted to categorise its various types and orientations. There are, however, limited insights into how different education stakeholders perceive and implement GCE in pedagogical practice. To bridge this gap between theory and practice, we apply a social cartography of GCE types from a recent study to identify management staff's, teachers', and pupils' perceptions of GCE in the context of Dutch (bilingual) secondary education. Based on a content analysis of 12 interviews and three focus groups with pupils, our findings indicate a clear dominance of a liberal orientation towards GCE, focusing on political and moral themes, but also evidence of a critical orientation, as well as liberal-critical and neoliberal-liberal interfaces. We propose that the reflections of practitioners and pupils presented in this study should be used to further develop (Dutch) GCE.

Global Competencies of Slovenian Students: Relatedness of Knowledge, Skills, Attitudes, and Values

“…Also, since the research (e.g., Duarte & Robinson-Jones, 2022;Kerkoff & Cloud, 2020;Parmigiani et al, 2022;Ramos et al, 2021) indicate that teacher readiness for teaching global competencies and their global mindedness, are important factors for enhancing students' global competencies, further research should be focused on how well Slovenian teachers are prepared for the development of different domains of global competencies, investigated in this article, as well. The data on which didactical-methodical approaches they use during global education lessons (e.g., Chiba et al, 2021) Mayevska, would as well present an additional important contextualisation of the results, as demonstrated in this article.…”

“…Despite differences in their focus and scope, these models share a common goal of promoting students' understanding of the world and empowering them to express their views and participate in (global) society . Global education should therefore help students to acquire the so-called global competencies (combination of knowledge, skills, attitudes, and values) needed for new identities relating to an individual's membership in, and identification with, a multileveled polity embracing life in personal and in social, local, national, and global communities (Law, 2007;Chiba et al, 2021;Duarte & Robinson-Jones, 2022). In the educational scientific debates related to competency-based education (e.g., Baartman & Bruijn, 2011), it is frequently stressed that knowledge, skills, attitudes, and values are mutually conditioned.…”