Global Citizenship and Equity: Cracking the Code and Finding Decolonial Possibility

Global Citizenship Education and Social Justice for Immigrant Students: Implications for Administration, Leadership, and Teaching in Schools

“…GCED also creates opportunities for students to understand global justice issues related to globalization, to explore the cultural, national, regional, and global dimensions of their identities, to develop intercultural awareness and communication skills, to learn how to engage in local and global issues as responsible citizens, and to take sustainable actions for social justice locally and globally. GCED challenges the traditional world order built on colonialism, deconstructs traditional knowledge and power boundaries, and constructs new knowledge that includes, rather than excludes, diverse world views and ways of knowing (Abdi & Shultz, 2008;Shultz, 2018). Aligning with the work of critical scholars such as Giroux (1983) and who have long urged educators to challenge or critique the relationship of power and knowledge distribution that supports and validates mainstream educational values and traditions, GCED transforms the educational agenda.…”

“…Aligning with the work of critical scholars such as Giroux (1983) and who have long urged educators to challenge or critique the relationship of power and knowledge distribution that supports and validates mainstream educational values and traditions, GCED transforms the educational agenda. GCED provides curriculum space for learners to analyze the interdependence of peoples and cultures, to reflect on their context, beliefs, social relationships, and the distribution of power and resources in both local and global communities, to understand the origins of assumptions and the implications of these assumptions, and to develop critical skills of cross-cultural engagement and conflict resolutions (UNESCO, 2015;Guo, 2012aGuo, /2013Shultz, 2018). By reflecting on their role in society and examining issues of unequal opportunity with critical perspectives, GCED empowers all students to take control of their lives in terms of responsibility, independence, and decision-making and contributes to a more equitable, caring, and fair world in pursuit of social justice.…”

Re-Thinking the “Problem” in Inquiry-Based Pedagogies through Exemplarity and World-Oriented

“…This is not an argument against specialisation. It is, however, an argument for the role that problem-oriented pedagogies can play in building deeper and broader understandings of how the world works [3,4].There are, however, traditions and developments within higher education that place inquiry and problem-orientation at the centre of their pedagogies. In the 1970s, there emerged a cluster of curriculum developments that can broadly be termed problem-based or problem-oriented [5,6].…”

“…This is not an argument against specialisation. It is, however, an argument for the role that problem-oriented pedagogies can play in building deeper and broader understandings of how the world works [3,4].…”

“…Scholars and practitioners working in the field of global citizenship education have tried to articulate what an ethical or values-based internationalisation might look like, arguing for the values of global justice and equity as an organising frame. Lynette Shultz [4,52] proposes a pedagogical approach that requires that educational inquiry should recognise the complexity of any issue, analyse an issue through a historical, geographical, and epistemological lens, and, finally, engage with a plurality of world views, knowledges, and experiences (particularly those most affected by the issues). The aim of such a social justice values-based approach is not to replace one set of content with another, but to activate a dialogical relationship between students, educators, curriculum content, and world issues.…”