Global Citizenship Education in Latin America

Sant, Edda; González-Valencia, Gustavo A.

doi:10.1057/978-1-137-59733-5_5

Cited by 17 publications

(5 citation statements)

References 11 publications

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“…In the past 15 years, much has been written on global citizenship education (Davies et al 2005;Szelényi and Rhoads 2007;Oxley and Morris 2013;Dill 2013;Goren et al 2019;Sant and González-Valencia 2018;Reysen and Katzarska-Miller 2013;Rapoport 2009;Gun Chung and Park 2016;Sant 2018). After reviewing several proposed definitions of GCE, we can note that the combination of the concepts of "globalisation" and "citizenship" in the "global citizenship" construct merges the meanings of each term and generates new questions on "global citizenship" that emerge with even greater complexity, from combinations that are reflected in theorical proposals and social significance (Tully 2014).…”

Section: Global Citizenship Educationmentioning

confidence: 99%

Global Citizenship and Analysis of Social Facts: Results of a Study with Pre-Service Teachers

2020

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This article outlines how the dimensions of global citizenship education (GCE) are reflected in future secondary school teachers’ analysis of news items. The question that guided the research was: When analysing a news item with global implications, do teachers in training use the dimensions of the critical global citizenship education model and which critical literacy achieve? The study used a mixed methodology. Content analysis was used to analyse the information, specifically the use of codes through descriptive and inferential statistics. The findings show that the majority of future secondary school teachers tend to take a socially committed perspective, while they take a critical stance or mobilise for social justice action to a lesser extent.

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Section: Global Citizenship Educationmentioning

confidence: 99%

Global Citizenship and Analysis of Social Facts: Results of a Study with Pre-Service Teachers

2020

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“…This is demonstrated in student-led protests around the world against climate change, initially led by Swedish student Greta Thunberg (Nevett, 2019). There is also evidence that concerns around the environment feature highly in research undertaken with students in the UK and Poland (Minty, 2010, cited in Ross and, and in Latin America where students are taught that their responsibility as a citizen is to change attitudes to the environment (Sant and González Valencia, 2018).…”

Section: Sustainabilitymentioning

confidence: 99%

How children living in poor informal settlements in the Greater Accra Region, Ghana, perceive global citizenship

Leithead

Humble

2020

IJDEGL

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This investigation looks at the antecedents and outcomes of 141 children living in poor informal settlements in the Greater Accra Region of Ghana identifying with global citizenship. It finds that the model of global citizenship devised by Reysen and Katzarska-Miller (2013) is a moderately good fit for this group of children. Structural equation modelling demonstrates that antecedents of global awareness as well as friends and family supporting global citizenship (normative environment) predict the child’s self-identification as a global citizen. This in turn predicts six prosocial traits: intergroup empathy, valuing diversity, social justice, environmental sustainability, intergroup helping and responsibility to act. The research suggests that there may be other elements to a global citizenship model that could be investigated in future research.

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“…For this reason, learning global awareness can encourage students to reflect on how they and their countries are involved in local and global issues, and to engage in intercultural perspectives [11]. Thus educators must understand how to educate students to understand the peaceful resolution of conflicts as needs at the local, national and global level [29]. This is an effort to shape citizens to be active.…”

Section: The Importance Of Extracting Multicultural Values Is In Linementioning

confidence: 99%

Global Awareness Learning Through Multicultural Value Transformation

Dharma¹,

Sapriya²,

Winataputra³

et al. 2020

Proceedings of the 2nd Annual Civic Education Conference (ACEC 2019)

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Awareness of various global problems is a psychosocial aspect that must be taught to students. This is important in the midst of various global problems that affect the lives of citizens both locally and nationally. For this reason, learning is needed to build student awareness through strengthening the multicultural values of the Indonesian nation contained in Pancasila and the teachings of Culture and Religion. This study aims to find out (1) how students' awareness of global problems; (2) how learning can build global awareness through the transformation of multicultural values. The method used is descriptive analysis. This research was conducted in the Civics Education course at the University of Medan Area (UMA). With research subjects are Civics Education experts, lecturers, and students. The results showed (1) Students lacked awareness of global problems; (2) studying global awareness through the transformation of multicultural values can be done by holding the principles of openness, respect, mutual respect, freedom, independence, and pleasure. The learning process is carried out collaboratively and participatively. The results of this study are expected to strengthen the role of Citizenship Education as a curricular program in Higher Education.

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Global Citizenship Education in Latin America

Cited by 17 publications

References 11 publications

Global Citizenship and Analysis of Social Facts: Results of a Study with Pre-Service Teachers

Global Citizenship and Analysis of Social Facts: Results of a Study with Pre-Service Teachers

How children living in poor informal settlements in the Greater Accra Region, Ghana, perceive global citizenship

Global Awareness Learning Through Multicultural Value Transformation

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