Educating for Global Citizenship: Conflicting Agendas and Understandings

Shultz, Lynette

doi:10.11575/ajer.v53i3.55291

Cited by 37 publications

(4 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The other publications focus on teachers by addressing their perspectives on global citizenship (Veugelers, 2011;Dill, 2013) and effective methods for their professional development in line with the new requirements of education (DeWith, 2014). They also reflect on the conceptions and intentions of global citizenship (Shultz, 2007;Banks, 2008), analyze the patterns of scientific on GCE (Goren and Yemini, 2017), and reflect from different disciplines on the ideology of cosmopolitanism (Appiah, 2006).…”

Section: Countries Journals Authors and Key Publicationsmentioning

confidence: 99%

Mapping global citizenship: A Bibliometric analysis of the field of education for sustainable development

et al. 2023

View full text Add to dashboard Cite

Since the approval of the Sustainable Development Goals, global citizenship education (GCE) is increasingly capturing the attention of researchers worldwide. In this context, the aim of this manuscript is to review the existing literature on GCE (up to 2021) in journals indexed in the Web of Science. Particularly, it seeks to: (1) document the volume and growth trajectory of knowledge production, (2) identify countries, journals, authors, and key publications (both of the sample analyzed and of the references cited), (3) perform a science mapping of the knowledge base on GCE, and (4) discover the thematic foci of empirical works. For this purpose, a bibliometric analysis of the selected articles (n = 350) and a content analysis of the sample’s empirical papers (n = 210) was carried out. The main findings evidence that: the number of articles on the subject has increased notably since 2016; there is a concentration of knowledge production in countries of the Global North, driven mainly by the United States; geographical proximity, and even common language, seem not to be the main factors influencing international scientific collaborations; and, GCE is linked in the empirical articles in the sample mainly to the concept of internationalization of education. The conclusion is that, although the production of knowledge on GCE has recently increased considerably, it continues to lag behind other areas of the educational field.

show abstract

Section: Countries Journals Authors and Key Publicationsmentioning

confidence: 99%

Mapping global citizenship: A Bibliometric analysis of the field of education for sustainable development

et al. 2023

View full text Add to dashboard Cite

show abstract

“…In the teaching and learning of psychology, global citizenship education (GCED) is a useful pedagogical practice in higher education (Larsen, 2014;Shultz, 2007). Davies (2006) described GCED as a direct concern with social justice and an active role in global affairs.…”

Section: International Relationsmentioning

confidence: 99%

Diversity, Equity, Inclusion, and Internationalization: Past, Present, and Future of STP

Haynes-Mendez

Nolan

Littleford

et al. 2022

Teaching of Psychology

View full text Add to dashboard Cite

Introduction: As an organization with a 75-year history of supporting the teaching of psychology, the Society for the Teaching of Psychology (STP), which also operates as Division 2 of the American Psychological Association, has a significant influence on psychology learning and teaching. Statement of the Problem: In this article, four former STP Vice Presidents for Diversity and International Relations explore STP’s history through the lenses of diversity, equity/social justice, inclusion, and international relations. Literature Review: The paper explores the relevant history of STP and incorporates scholarship of teaching and learning literature through an international and social justice lens. Teaching Implications: The authors discussed ways to support BIPOC and underrepresented instructors of psychology. Conclusion: STP and teachers of psychology play a pivotal role in changing the cultural, structural, and institutional processes representing ongoing barriers to diversity, equity, and inclusion, and social justice within the organization and the teaching of psychology. Instructors of psychology are well positioned to promote systemic and structural changes and advocate for social justice for Black, Indigenous, and People of Color (BIPOC) and other underrepresented teachers of psychology.

show abstract

“…The themes and objectives related to GCE vary depending on the "type" of GCE and the lens through which it is being portrayed [5]. Such as the neoliberal approach, which looks at GCE from an economic standpoint, helping students to participate in the global economy [8].…”

Section: Gce Themesmentioning

confidence: 99%

“…In response, GCE was integrated into curriculum and policy for many of the ratifying countries, but South Korea, in particular, pushed for the concept to be present in the social studies and ethics classroom [4], [18]. In the last two decades, GCE has developed into an established field of study, with scholars looking at the concept from a variety of different perspectives and lenses [5]. As scholars have researched the optimal spaces for GCE curriculum, it has become clear that the social studies and ethics classroom are not the only subjects in which GCE can be integrated [6], [4].…”

Section: Introductionmentioning

confidence: 99%

Global Citizenship Education in the English Language Classroom: Theory and Practice

Norman¹

2021

Advances in Social Science, Education and Humanities Research

View full text Add to dashboard Cite

The field of Global Citizenship Education (GCE) has gained momentum in the last few decades. Even as researchers continue to develop the definition of the concept, GCE has found its place in the curriculum and education policy of many countries, notably in South Korea. Recently, studies have shown that the English Language classroom is an optimal place for integrating GCE themes and objectives. In response, in-service training programs like the one at the Gyeonggi-do Institute For Language Education have begun implementing modules on GCE, and the results show that even one training module can lead to the successful integration of GCE by Secondary English language Teachers. These results showcase a need for more GCE programs to adequately prepare educators for reaching GCE related educational standards.

show abstract

Educating for Global Citizenship: Conflicting Agendas and Understandings

Cited by 37 publications

References 8 publications

Mapping global citizenship: A Bibliometric analysis of the field of education for sustainable development

Mapping global citizenship: A Bibliometric analysis of the field of education for sustainable development

Diversity, Equity, Inclusion, and Internationalization: Past, Present, and Future of STP

Global Citizenship Education in the English Language Classroom: Theory and Practice

Contact Info

Product

Resources

About