Global citizenship incorporated: competing responsibilities in the education of global citizens

Hartung, Catherine

doi:10.1080/01596306.2015.1104849

Cited by 35 publications

(32 citation statements)

References 22 publications

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“…Minimizes the social and public dimensions in civic education: Mainstream GCE-TE literature promotes an “entrepreneurial self” able to respond to the neoliberal rational, with each individual responsible for themselves and the future for all (Arnold, 2016; Hartung, 2017; Peters, 2001) as a means of solving global problems (Romero & Estellés, 2019; Hartung, 2017). As previously shown, critical GCE scholars argue that mainstream discourses of GCE’s emphasis on self-determination and individualized active citizenship performs as a technology of subjection that minimizes the responsibilities of government and the public sphere.…”

Section: Discussionmentioning

confidence: 99%

“…Of course, the resolution of these global problems does not just depend on the global citizenship competence of the individuals and their cooperation (Held, 2016). But this narrative outsources the responsibility of solving those global challenges to autonomous individuals (in this case, individual educators), ignoring the incidence of other structural reasons (Hartung, 2017; Romero & Estellés, 2019). As Table 3 shows, the presence of the idea of GCE as a redemptive educational solution to global problems can be traced in almost half of the articles reviewed.…”

Section: Findings: Trends In Global Citizenship Education For Tementioning

confidence: 99%

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Who Needs Global Citizenship Education? A Review of the Literature on Teacher Education

Estellés

Fischman

2020

Journal of Teacher Education

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Given the seemingly ever-increasing scholarly production about the ideas and ideals of global citizenship education (GCE), it is not surprising those discussions started to gain influence in teacher education (TE) debates. In this study, we examine the discourses that tacitly shape the meanings of GCE within the contemporary academic literature on TE. After analyzing the peer-reviewed scholarship published from 2003 to 2018, we identified patterns in how GCE for TE was described and defended, beyond the differences in their conceptual frameworks. The dominant trend found is to frame GCE as a redemptive educational solution to global problems. This framing requires teachers to embrace a redemptive narrative following a model of rationality based on altruistic, hyperrationalized and overly romanticized ideals. Ultimately, TE literature contributes to the configuration of an excessively naïve discourse that tends to ignore the neoliberal context in which both GCE and TE take place today.

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Section: Discussionmentioning

confidence: 99%

Section: Findings: Trends In Global Citizenship Education For Tementioning

confidence: 99%

Who Needs Global Citizenship Education? A Review of the Literature on Teacher Education

Estellés

Fischman

2020

Journal of Teacher Education

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“…This can be avoided by focusing on how the symbolic legitimacy of any political capital any children or adults accrue through the delegated authority of their institutional positions, can be distributed to enable dominated children and adults to exercise influence on issues that concern them. These findings have challenging relevance for the development of participation structures across Europe, but applying this learning would provide more optimistic futures (Hartung, 2015). The role of selective and hierarchical structures such as the TCP must be questioned as they perpetuate inequalities and act as mechanisms for 'ensuring that children will … internalise disciplinary aims and shape themselves in 11 accordance with expected social norms' (Raby, 2014, p. 81).…”

Section: Discussionmentioning

confidence: 99%

“…In this article, focusing on a child structure, but drawing parallels with the Alvari adult structure, enables exploration of generation and other significant factors affecting children's influence in municipal decision-making. Through this analysis, we respond to Hartung's (2015) suggestion that academics should find new 'productive and optimistic' ways to engage with practice and policy assumptions about children's relationships to power and needs for citizenship education.…”

Section: Introductionmentioning

confidence: 99%

Invited to labour or participate: intra- and inter-generational distinctions and the role of capital in children’s invited participation

Kiili

Larkins

2016

Discourse: Studies in the Cultural Politics of Education

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This paper applies aspects of Bourdieu's conceptual toolkit related to capital, and analyses inter-and intra-generational relations of influence. Applying Bourdieu's concepts to examples of case studies from a children's parliament in Finland, and with reference to an adult resident forum, moments of continuity and disruption in the relatively stable patterns of distinction between children and adults emerge. Children in school councils (at times) are labourers for agendas set by teachers, but the children at the top of the structure's hierarchy can benefit from cultural capital and a functional capital that enables them to set agendas and direct the work of others. The political capital of the person presenting views from the participation sphere and the dominant symbolic capital of market logics appear to have a greater impact than generation on the influence participants achieve. Unquestioned acceptance of this differentiation suggests that new approaches to invited participation structures are needed.

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“…El enfoque decolonial invita a problematizar el concepto en tanto puede estar favoreciendo una perspectiva de ciudadano principalmente eurocentrista, y a enfatizar en las particularidades socioculturales de cada contexto. Finalmente, el crítico/transformador pone el énfasis en la comprensión de las relaciones de poder y en la participación de los individuos para transformar las comunidades en búsqueda de la justicia social (ver una discusión más detallada sobre estos enfoques en Aguilar-Forero y Velásquez, 2018; Aktas et al, 2017;Hartung, 2017;Cho y Mosselson, 2017;Veugelers, 2011;Shultz, 2007).…”

Section: Revisión De La Literaturaunclassified

Educación para la Ciudadanía Mundial: Una Innovación Curricular en Ciencias Sociales

Aguilar-Forero

Torres

Velásquez

et al. 2019

RIEJS

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Este estudio explora una innovación curricular en la clase de ciencias sociales de una escuela pública en Bogotá, Colombia, orientada a integrar algunos de los objetivos de la Educación para la Ciudadanía Mundial en los planes de estudio de los estudiantes de décimo grado. A través de un proyecto de investigación-acción se reformuló el plan de estudios del docente para enriquecerlo con una visión global de los temas tratados. Los resultados muestran cómo a través de estrategias lúdicas e innovadoras los estudiantes comprenden las diferencias entre distintos sistemas de gobierno y el sentido de la participación democrática. Asimismo, por medio de ejercicios comparativos, logran comprender la complejidad del conflicto armado en Colombia, en diálogo con los procesos de transición democrática acontecidos en otros países. Por último, gracias a ejercicios de investigación sobre movimientos sociales globales y al uso de portafolios, analizan las motivaciones y formas de acción de estos movimientos y se identifican empáticamente con la defensa de los derechos humanos. Con esta base, en este artículo se destacan lecciones aprendidas que pueden aportar a los maestros interesados en realizar innovaciones similares en sus aulas. Descriptores: Educación; Ciudadanía; Ciencias sociales; Investigación-acción; Innovaciones educativas. This study explores a curricular innovation in the social studies class of a public school in Bogota, Colombia, in order to integrate some of the Global Citizenship Education objectives in the curricula of tenth grade students. Through an action research project, we were able to reform the teacher's former plan of studies to enrich it with a global vision of the topics discussed. Results show how, through ludic and innovative strategies, students understand the differences among various government systems, and the sense of democratic participation. Likewise, through comparative exercises, they get to understand the complexity of armed conflict in Colombia, in dialogue with the processes of democratic transition that took place in other countries. Lastly, thanks to research activities about global social movements and to the use of portfolios, students analyze the motives and forms of action of those movements, and empathically identify themselves with the defense of human rights. Learned lessons for teachers interested in conducting similar innovations in their classrooms are highlighted.

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Global citizenship incorporated: competing responsibilities in the education of global citizens

Cited by 35 publications

References 22 publications

Who Needs Global Citizenship Education? A Review of the Literature on Teacher Education

Who Needs Global Citizenship Education? A Review of the Literature on Teacher Education

Invited to labour or participate: intra- and inter-generational distinctions and the role of capital in children’s invited participation

Educación para la Ciudadanía Mundial: Una Innovación Curricular en Ciencias Sociales

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