Education and the Contested Meanings of `Global Citizenship'

Roman, Leslie G.

doi:10.1023/b:jedu.0000006164.09544.ac

Cited by 73 publications

(50 citation statements)

References 28 publications

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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%

“…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%

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Educating the new national citizen: education, political subjectivity and divided societies

Staeheli

Hammett

2010

Citizenship Studies

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(2010) 'Educating the new national citizen : education, political subjectivity, and divided societies.', Citizenship studies., 14 (6). pp. 667-680. Further information on publisher's website:http://dx.doi.org/10. 1080/13621025.2010.522353 Publisher's copyright statement:This is an electronic version of an article published in Staeheli, L.A. and Hammett, D. (2010) 'Educating the new national citizen : education, political subjectivity, and divided societies.', Citizenship studies., 14 (6). pp. 667-680.Citizenship studies is available online at:http://www.tandfonline.com/openurl?genre=articleissn=1362-1025volume=14issue=6spage=667Additional information: Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. But what most shocked her was how close to her experience of the classroom it was." (Connolly, 2008, p. 27) This example illustrates what is at stake in citizenship education in the context of divided societies. What seems to be rather straightforward -teaching basics of civics, democracy, and the values and behaviours associated with citizenship -inevitably has to confront the histories that children, parents, and teachers have lived. Many traditions of 4 democracy implicitly assume that democracy and citizenship are built around core elements or core principles that are unchanging from place to place, from context to context. But how would students in Brixton, the original setting of the play, interpret and make sense of lessons about equality, confronting as they do racism and material inequality? How would students in Sarajevo make sense of lessons about respect and deliberation after living through a brutal war and the on-going difficulties of forging a sense of mutuality and community?Our focus in this paper is on divided societies and the ways in which citizenship education is used -and perhaps manipulated -in an effort to create particular kinds of citizens that suit the national stories and imaginations that governments and other agents hope to foster. In this way, citizenship education should be seen as a tool in nation-and polity-building; it is one component of a suite of practices associated with social reproduction and citizenship formation (Marston and Mitchell, 2004). The paper begins with a discussion of the purpose of citizenship education and its role in creating political subjectivities for citizens. We then address the relationships between citizens and states as they are often conceptualised in and mobilised by citizenship education theory and programmes. Policies and programmes often use citize...

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Section: Conceptualising Citizenship Education In Divided Societiesmentioning

confidence: 99%

Section: Citizenship Formation Education and The New South African mentioning

confidence: 99%

Educating the new national citizen: education, political subjectivity and divided societies

Staeheli

Hammett

2010

Citizenship Studies

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“…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%

An Ethos for the Times: Difference, Imagination, and the Unknown Future in Child and Youth Care

White

2015

ijcyfs

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“…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%

El papel de la educación superior en el desarrollo de la ciudadanía global en Eritrea

Tsegay

2016

REEC

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This study argues that there are important potentialities in the interplay between critical pedagogy and course content in Eritrean Higher Education Institutions (HEIs) for cultivating graduates who are prepared to act as global citizens. To understand whether these potentialities are being realized, an examination of HEIs' pedagogical practices is necessary. Thus, through document analysis and semi-structured interviews, this study asked, how do students and staff at Eritrean HEIs experience these institutions' pedagogical practices? Despite different challenges, the study concluded that Eritrean HEIs, through their use of mixed pedagogical practices that illustrate both critical and semi-interactive pedagogical experiences, are indeed equipping their students with the knowledge, skills and attitudes to act as responsible global citizens. Without generalization, the research to some extent can be considered as explanatory to other developing states and nation-states with similar conditions as Eritrea.* Beijing Normal University (China). The Role of Higher Education in Nurturing Global Citizenship in Eritrea Samson M. Tsegay 184Revista Española de Educación Comparada, 28 (2016), 183-201 DOI: 10.5944/reec.28.2016 KEY WORDS: Eritrea, Higher Education, Pedagogical Practice, Globalization, Global Citizenship. RESUMENEste estudio argumenta que existen potencialidades importantes en la interacción entre la pedagogía crítica y el contenido de los cursos en las instituciones de educación superior de Eritrea (IES) para formar a unos graduados que se están preparados para actuar como ciudadanos globales. Para comprender si se están desarrollando estas potencialidades, es necesario examinar las prácticas pedagógicas de las IES. Así, a través del análisis documental y de entrevistas semiestructuradas, este estudio se preguna, ¿cómo experimentan los estudiantes y el personal de las IES de Eritrea las prácticas pedagógicas de estas instituciones? A pesar de los diferentes desafíos, el estudio concluye que las IES de Eritrea, a través del uso de prácticas pedagógicas mixtas que ilustran experiencias pedagógicas críticas y semi-interactivas, están equipando a sus estudiantes con los conocimientos, habilidades y actitudes para actuar como ciudadanos globales responsables. Aunque sin poder generalizar, la investigación puede considerarse como explicativa de otros estados en vías de desarrollo y estados-nación con condiciones similares a Eritrea.

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Education and the Contested Meanings of `Global Citizenship'

Cited by 73 publications

References 28 publications

Educating the new national citizen: education, political subjectivity and divided societies

Educating the new national citizen: education, political subjectivity and divided societies

An Ethos for the Times: Difference, Imagination, and the Unknown Future in Child and Youth Care

El papel de la educación superior en el desarrollo de la ciudadanía global en Eritrea

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