2003
DOI: 10.1023/b:jedu.0000006164.09544.ac
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Education and the Contested Meanings of `Global Citizenship'

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Cited by 73 publications
(50 citation statements)
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“…These connections should provide a way to work together in a "learning society" (Jarvis, 2000) and perhaps a global citizenship (Roman, 2003). Significantly, these practices may lead to selective decisions as to what should be taught (Strandling, 2003), which may ultimately constrain the ability to change social foundations (Goldberg, 2008).…”
Section: Conceptualising Citizenship Education In Divided Societiesmentioning
confidence: 99%
See 1 more Smart Citation
“…These connections should provide a way to work together in a "learning society" (Jarvis, 2000) and perhaps a global citizenship (Roman, 2003). Significantly, these practices may lead to selective decisions as to what should be taught (Strandling, 2003), which may ultimately constrain the ability to change social foundations (Goldberg, 2008).…”
Section: Conceptualising Citizenship Education In Divided Societiesmentioning
confidence: 99%
“…This may be particularly ominous in the context of societies where students need to see and to believe in democratic citizenship if the society is to make fundamental moves to a more just future. Teaching patriotism and national identity easily slides into nationalism (Bridgehouse, 2006), and there is some evidence that promoting ideas about global citizenship actually reinforces nationalism in students (Roman, 2003). …”
Section: Citizenship Formation Education and The New South African mentioning
confidence: 99%
“…Globalization commonly refers to "the widening, deepening and speeding up of worldwide interconnectedness" (Held, McGrew, Goldblatt, & Perraton, 1999, p. 14). While calls to educate "global citizens" and the promotion of "global mindedness" permeate educational and professional discourses today, globalization is actually a highly contested term (Roman, 2003) and the effects of globalization are uneven, bringing benefits to some groups, often at the expense of some others. For example, not everyone has a choice about moving from their homelands and many children and families around the world are living as refugees, without the basic rights and protections of citizenship (diTomasso, 2012).…”
Section: Contextualizing Our Timesmentioning
confidence: 99%
“…For example, not everyone has a choice about moving from their homelands and many children and families around the world are living as refugees, without the basic rights and protections of citizenship (diTomasso, 2012). We need to ask ourselves how our theory and practice frameworks in CYC help us to think and respond to an increasingly complex and globalized world in ways that do not replicate what Roman (2003) describes as overly simplistic colonial discourses (e.g., the perception of the nonWestern "global" figure as the Other to the local Western self).…”
Section: Contextualizing Our Timesmentioning
confidence: 99%
“…Studies from around the world show that there has been increasing pressure to ensure the capacity of higher education students to think and act globally in order to effectively challenge and address any political, socio-economic, and environmental problems on a global scale (STONER, PERRY, WADSWORTH, STONER, & TARRANT, 2014;MARGINSON, 2010;BANKS, 2004;ROMAN, 2003;BANKS & BANKS, 1995). However, there is no any published research regarding the role of higher education in the production of global citizenship in Eritrea, confirming the policy of the Ministry of Education.…”
Section: Introductionmentioning
confidence: 99%