Discovering the way: past, present and possible future lines of global citisenship education

Santamaría–Cárdaba, Noelia; Scott, Suyapa Martínez; Mariño, Miguel Vicente

doi:10.1080/14767724.2021.1878012

Cited by 5 publications

(2 citation statements)

References 23 publications

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“…Or those for whom the concept seems idealistic, as it fails to present a truly transformative process because it does not place geopolitics and the complex processes of political economy at the center of its action, and therefore does not challenge the fundamental bases of the current centers of power (Falk, 2004). Having exposed some of the dissonant voices, it should be noted that today many authors allude to this concept by adding the adjective critical, with Critical GCE being the current trend when it comes to naming this educational process, which not only involves the formation of a global citizenship but must also develop in it the ability to think critically (Andreotti, 2006;Johnson & Morris, 2012;Santamaría-Cárdaba et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Global Education in the Spanish Educational Policies of Elementary and Primary Education: Utopia or Reality?

Santamaría-Cárdaba,

Martínez-Scott

2023

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Global education is becoming increasingly relevant at the international level, since forming critical citizens who act against inequalities and in favor of sustainable development is undoubtedly the path to where social transformation should be headed. The role of formal education in developing global competence in students is undeniable, which makes it necessary to include it in educational policies. This study uses a qualitative perspective since a documentary analysis is made to investigate the treatment of global education in the current educational curricula in Spain for Elementary Education and Primary Education. The results show deficiencies when dealing with several key issues for the correct teaching of global education.

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Section: Introductionmentioning

confidence: 99%

Global Education in the Spanish Educational Policies of Elementary and Primary Education: Utopia or Reality?

Santamaría-Cárdaba,

Martínez-Scott

2023

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“…In conclusion, the school system acts as a connecting axis between the disciplinary and social systems. This enables the formation of an active and informed citizenship capable of engaging with the global problems that currently concern us [47]. This should lead us to reflect on the need to transform educational action in the quest for the construction of more effective, and why not, affective knowledge, to produce knowledge more closely aligned with environmental, social, and cultural realities.…”

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confidence: 99%

IDEARR Model for STEM Education—A Framework Proposal

Aguilera,

Lupiáñez,

Perales-Palacios

et al. 2024

Education Sciences

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This article proposes a theoretical framework for STEM education. It begins by determining the epistemological (based on the Model of Educational Reconstruction and General Systems Theory) and pedagogical (grounded in Situated Learning Theory and co-teaching) alignments. Once these issues are established, a pedagogical model is proposed to facilitate the implementation of the STEM approach in the classroom. This is the IDEARR model, consisting of six phases (Initial, Deconstruction, Explanation, Application, Review, and Reporting) to address an ill-defined problem. This article concludes with a reflection on the educational implications that arise from adopting this theoretical framework for working on STEM education in classrooms, particularly those related to the organization and operation of educational institutions and the initial and ongoing training of teachers.

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Global Education and Critical Thinking: A Necessary Symbiosis to Educate for Critical Global Citizenship

Santamaría-Cárdaba,

Gajardo,

Iglesias

et al. 2024

Open Education Studies

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Global Citizenship Education (GCE) is a topic of relevance in current international educational debates, which increasingly focus on the formation of critical citizenship. This makes it necessary to discover from a critical pedagogical perspective the relationships between this pedagogical approach, Critical Thinking (CT), and GCE. Throughout this study, through an extensive theoretical review of the literature, we try to show the characteristics in which critical pedagogy, GCE, and CT converge, giving rise to the Critical GCE towards which we must move today. Therefore, this study is revealing for discovering the path towards which GCE is currently heading by clearly showing the symbiosis between CT and GCE. In conclusion, if we want to educate global citizens, it is necessary not only to have a strong background in GCE but also to develop CT to understand global society critically and the need to act to try to transform the world into one free from oppression and injustice.

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Discovering the way: past, present and possible future lines of global citisenship education

Cited by 5 publications

References 23 publications

Global Education in the Spanish Educational Policies of Elementary and Primary Education: Utopia or Reality?

Global Education in the Spanish Educational Policies of Elementary and Primary Education: Utopia or Reality?

IDEARR Model for STEM Education—A Framework Proposal

Global Education and Critical Thinking: A Necessary Symbiosis to Educate for Critical Global Citizenship

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