Global Citizenship Education1

Nguyen, Tram Truong Anh

doi:10.1007/978-94-6300-277-6_4

Cited by 2 publications

(3 citation statements)

References 5 publications

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“…In the context of social transformation, we the authors can see that basic goodness works to avoid a separationist ethos in global citizenship and social/environmental justice education that identifies others as in need of help and ‘uplifting’ (Nguyen, ). From the viewpoint of each of us, a separationist ethos is not the way social transformation works.…”

Section: Further Considerations For Contemplative and Transformative mentioning

confidence: 99%

Intercultural Philosophy and the Nondual Wisdom of ‘Basic Goodness’: Implications for Contemplative and Transformative Education

Eppert

Vokey²,

Nguyen³

et al. 2015

Journal of Philosophy of Education

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Section: Further Considerations For Contemplative and Transformative mentioning

confidence: 99%

Intercultural Philosophy and the Nondual Wisdom of ‘Basic Goodness’: Implications for Contemplative and Transformative Education

Eppert

Vokey²,

Nguyen³

et al. 2015

Journal of Philosophy of Education

Self Cite

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“…In both ways, it is important to know how to behave among and towards people of different origins and cultures, and to change the distorted perception we have opening our eyes to see the environment as a whole (Banks, 2015). Education for "global perception" means learning about nations, cultures, and civilizations, including the globalised pluralistic European society and other societies, with a focus on understanding how these are all interconnected and how they change, and on the individual's responsibility in this enriching social development process as we wish for its sustainability (Nguyen, 2015). In Kerr's words, back from the pre-third era of globalisation (1979,(110)(111):…”

Section: Education For Sustainable Development and Global Citizenship...mentioning

confidence: 99%

“…Only one of these, the knowledge area, means changes in, or additions to, the curriculum. The others involve, instead, kinds of thinking that can and should become a part of the whole educational process, not separate subjects (Abdi, Shultz & Pillay, 2015;Nguyen;y Samek, 2015.…”

Section: Education For Sustainable Development and Global Citizenship...mentioning

confidence: 99%

Intercultural Cinema to Foster Education for Sustainable Development and Global Citizenship: a Didactic Case Study

Botella-Martinez,

López-González

2023

JLE

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Abstract As societies evolve, a new global context is rising which demands respect for human rights and a new model for coexistence as promoted and defended by the 2030 Agenda from the United Nations. These necessary new models, which include Education for Sustainable Development and Global Citizenship, can be learnt through films since some of these visual materials constitute a useful training tool when related to the acquisition of values. This article is aimed at evidencing how the introduction of intercultural cinema as a pedagogical tool to learn about unknown social issues, foreign cultures and people enhances student’s communication, cooperative skills and motivation. To accomplish this objective a didactic experience shared by Secondary Education Students shall be presented. As a result, an increase in student’s motivation to learn more about mixed opinions, languages, cultures, actions and reactions has been observed. Key words: ESL, cinema for education purposes, Education for Sustainable Development and Global Citizenship, communicative competence, interculturality. Resumen A medida que las sociedades evolucionan, surge un nuevo contexto global que exige el respeto de los Derechos Humanos y un nuevo modelo de convivencia como el que promueve y defiende la Agenda 2030 de Naciones Unidas. Estos nuevos modelos necesarios, que integran la Educación para el Desarrollo Sostenible y la Ciudadanía Global, se pueden asimilar a través del cine, ya que algunos de estos materiales audiovisuales constituyen una herramienta de formación útil cuando se enfoca en la adquisición de valores. Este artículo tiene como objetivo evidenciar cómo la introducción del cine intercultural como herramienta pedagógica para aprender sobre temas sociales desconocidos, culturas y personas extranjeras mejora la comunicación, las habilidades cooperativas y la motivación del estudiantado. Para lograr este objetivo se presentará una experiencia didáctica compartida por estudiantes de Educación Secundaria. Como resultado, se ha observado un aumento en la motivación de los estudiantes para aprender más sobre opiniones, idiomas, culturas, acciones y reacciones encontradas. Palabras clave: inglés como segunda lengua, cine con fines educativos, Educación para el Desarrollo Sostenible y la Ciudadanía Global, competencia comunicativa, interculturalidad. Resum A mesura que les societats evolucionen, sorgeix un nou context global que exigeix el respecte dels drets humans i un nou model de convivència com el que promou i defensa l'Agenda 2030 de les Nacions Unides. Aquests nous models necessaris, que integren l'Educació per al Desenvolupament Sostenible i la Ciutadania Global, es poden assimilar a través del cinema, ja que alguns materials audiovisuals constitueixen una eina de formació útil quan s'enfoca en l'adquisició de valors. Aquest article té com a objectiu evidenciar com la introducció del cinema intercultural com a eina pedagògica per aprendre sobre temes socials desconeguts, cultures i persones estrangeres millora la comunicació, les habilitats cooperatives i la motivació dels estudiants. Per assolir aquest objectiu, es presentarà una experiència didàctica compartida per estudiants d'Educació Secundària. Com a resultat, s’ha observat un augment en la motivació dels estudiants per aprendre més sobre opinions, idiomes, cultures, accions i reaccions trobades. Paraules clau: anglès com a segona llengua, cinema amb finalitats educatives, Educació per al Desenvolupament Sostenible i la Ciutadania Global, competència comunicativa, interculturalitat.

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Global Citizenship Education1

Cited by 2 publications

References 5 publications

Intercultural Philosophy and the Nondual Wisdom of ‘Basic Goodness’: Implications for Contemplative and Transformative Education

Intercultural Philosophy and the Nondual Wisdom of ‘Basic Goodness’: Implications for Contemplative and Transformative Education

Intercultural Cinema to Foster Education for Sustainable Development and Global Citizenship: a Didactic Case Study

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