Global citizenship education: mainstreaming the curriculum?

Globalization through Community-Based Projects: Enhancing Civic Attitudes and Competence Skills in Undergraduates

“…The findings are somewhat consistent with the findings of Lattimore, et al [20], Liou [23] and Ibrahim [32]. Silverman [33] also reported that students who are involved in public relations campaign course were civic oriented and responsible in community problem and learnt important public relations campaign skills. In fact, one of the most significant contributions of the Public Relations students was raising a total of RM 40,000 funds for National Kidney Foundation in 2012 [29].…”

“…Students" experiences of citizenship within the campus and local community influence their commitment to values of "social justice and equity" and "respect for diversity" as global citizens. In the context of global interdependence, there is a need to develop a vision of global education that encourages critical understanding of and respect for human rights and responsibilities [28], [31], [33].…”

“…As Ibrahim [33] suggests, global education is based on the principals of respect for human rights and cultural diversity, democracy and tolerance, and is characterized by pedagogical approaches based on human concern for social justice which encourage critical thinking and responsible participation. In other words, global education curricular require the creation of a set of conditions that demand the integration of a number of processes and attributes along with the use of technology to facilitate global connections to educate our youth to become future world citizen [28].…”

The gendering of global citizenship: findings from a large-scale quantitative study on global citizenship education experiences

“…References to gender are equally scarce in the growing global citizenship education literature: Recent studies by Ibrahim (2005), by Davies et al (2005) and by Osler and Starkey (2005) have, for example, critically discussed aspects of global citizenship education but again the gendering of such education tends to be ignored.…”

Critical Thinking and Chinese International Students: An East-West Dialogue

“…(pp. 200-201) Teaching about logic analysis and consistency in reading and writing is actually an important part of pre-university education in China, particularly In the face of this mainstreaming (Ibrahim, 2005) of critical thinking, Walters (1994) identified the emergence of a second wave of critical thinking. For second wave advocates, critical thinking constitutes a way of creating an intellectual framework which frees the student "from dominance by … the frames of reference [and] the worldviews in which one becomes critically literate" (Paul, 1994, p. 182).…”