Abstract:This article-dialogue addresses current criticisms of global citizenship and challenges frequent misinterpretations of Global Citizenship Education (GCE), while discussing what it means to educate for critical global citizenry in an increasingly multicultural world. It starts by considering the phenomena of globalization and the UN Global Education First Initiative (GEFI), which aims at furthering global citizenship, to highlight the relationship between GCE, "global-peace", global commons, and common good. Bu… Show more
“…It is crucial to issues of economic development, health, citizenship and quality of life” (Garner, 2006, p. 5). In recent years, information literacy has played a fundamental role in preparing learners for global citizenship (Lee, 2020; Torres and Bosio, 2020; UNESCO, 2014). Information literacy allows individuals to acquire and develop their understanding of the world around them; to reach informed views; where appropriate, to challenge, credibly and in an informed way assumptions or orthodoxies (including one's own), and even authority; to recognise bias and misinformation; and thereby to be engaged citizens, able to play a full part in democratic life and society.…”
Section: From Literacy To Information Literacymentioning
confidence: 99%
“…It is crucial to issues of economic development, health, citizenship and quality of life" (Garner, 2006, p. 5). In recent years, information literacy has played a fundamental role in preparing learners for global citizenship (Lee, 2020;Torres and Bosio, 2020;UNESCO, 2014).…”
Section: From Literacy To Information Literacymentioning
Instruction with primary sources promotes learner engagement and behavioural objectives. The school museum is a suitable resource for information literacy instruction in early childhood education. In this paper, we question conventional information literacy instruction. Drawing on a review of the scientific literature on information literacy and a review of educational policies, we argue that instructional innovation is needed in reading instruction in early childhood education. Based on the use of primary sources, we propose the interdisciplinary approach of the school museum as an alternative to the school library. This inquiry has implications for teacher effectiveness, student centred learning, reading motivation, and the school‐community relationship. Finally, we give some recommendations concerning school museum implementation and further research on the topic of school museums.
“…It is crucial to issues of economic development, health, citizenship and quality of life” (Garner, 2006, p. 5). In recent years, information literacy has played a fundamental role in preparing learners for global citizenship (Lee, 2020; Torres and Bosio, 2020; UNESCO, 2014). Information literacy allows individuals to acquire and develop their understanding of the world around them; to reach informed views; where appropriate, to challenge, credibly and in an informed way assumptions or orthodoxies (including one's own), and even authority; to recognise bias and misinformation; and thereby to be engaged citizens, able to play a full part in democratic life and society.…”
Section: From Literacy To Information Literacymentioning
confidence: 99%
“…It is crucial to issues of economic development, health, citizenship and quality of life" (Garner, 2006, p. 5). In recent years, information literacy has played a fundamental role in preparing learners for global citizenship (Lee, 2020;Torres and Bosio, 2020;UNESCO, 2014).…”
Section: From Literacy To Information Literacymentioning
Instruction with primary sources promotes learner engagement and behavioural objectives. The school museum is a suitable resource for information literacy instruction in early childhood education. In this paper, we question conventional information literacy instruction. Drawing on a review of the scientific literature on information literacy and a review of educational policies, we argue that instructional innovation is needed in reading instruction in early childhood education. Based on the use of primary sources, we propose the interdisciplinary approach of the school museum as an alternative to the school library. This inquiry has implications for teacher effectiveness, student centred learning, reading motivation, and the school‐community relationship. Finally, we give some recommendations concerning school museum implementation and further research on the topic of school museums.
“…It also highlights a postcolonial view of gce that encourages historical reflections and critical perspectives for students "to unlearn, to listen, to learn with others, and to reach out ready to work in solidarity with others" (Pashby & Andreotti, 2015, p. 10). Seeing global citizenship as a commitment to the collective good, Torres (2017) argues that gce should be "framed within a social justice education framework" (p. 17) and entail the development of comparative global citizenship education Beijing International Review of Education 2 (2020) 537-552 'conscientization' or critical consciousness by Paulo Freire, which is in accordance with the mission of gce (Torres & Bosio, 2020).…”
Over the past two decades, a wide range of research literature emerged in the field of Comparative and International Education (cie) engaging in comparing Global Citizenship Education between nations. However, there is scant analysis that explores the research trends and findings in those comparative inquiries focusing on the theorizing and implementation of gce in different national contexts. Through a systematic review of 12 research papers drawing from major cie journals and relevant databases, the current inquiry will assist the international community of cie in understanding the contribution and limitation of this important body of research, and its implications for future comparative studies on gce. The analysis shows that the comparison reference in the existing literature on comparative gce tends to be curriculum documents and frameworks while underrating the experiences and perceptions of individuals involved in the teaching and learning process. Moreover, the national settings where the comparative inquiries of gce were conducted are highly limited in scope, mostly the developed countries in West Europe, East Asia, or North America. This trend limits the possibility to decolonize and transform cie scholarship, which could be reversed with inclusion of new and diverse perspectives and knowledge in future gce research.
“…In this context, over the past 20 years, there has been a growing interest in Global Citizenship Education (GCE) as a means of supporting learners in developing their understanding of multiple global, national, and local issues (Bosio and Torres 2019 ). The development of GCE has been progressing through academic debate with theoretical orientations ranging from neoliberal to critical (Bosio 2019 , 2021b ; Torres and Bosio 2020a , b ; Pashby et al 2020 ; Bourn 2020 ).…”
This article examines how Japanese university educators understand the role of Global Citizenship Education (GCE) in higher education. Data were collected by means of questionnaires and responsive interviews with 22 educators, then analyzed with the use of grounded theory and the constant comparative method. Four notions of GCE emerged from the data. The Japanese educators expressed the opinion that GCE must: (1) foster students’ sense of social efficiency and economic growth; (2) enhance their English-language proficiency to prepare them for work in the global market; (3) encourage overseas experiences to support them in acquiring global consciousness; and (4) develop students’ understanding of different countries. Based on the findings, the study suggests that educators’ approaches to GCE in Japan are generally oriented toward neoliberal notions of GCE aimed at fostering global human resources rather than critical global citizens. In contrast, this paper concludes by proposing a critical framework informed by the values of critical pedagogy ingrained in social justice to teach GCE in Japanese universities. This approach to GCE challenges dominant neoliberal notions of the linkages between globalization and education and orients learners toward social justice.
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