Global citizenship, migration and national curriculum: A tale of two nations

Patterson, Timothy; Choi, Yoon-Jung

doi:10.1080/00071005.2018.1533098

Cited by 11 publications

(3 citation statements)

References 31 publications

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“…Under this situation, a few studies turn to the same curriculum documents for analysis. For example, both Swanson and Pashby (2016) and Patterson and Choi (2018) use Curriculum for Excellence (CfE) to explore Scotland's national discourses of gce, although the other country of comparison is different. The following section will look into each reference of comparison to better understand the research trends and major findings in comparative studies of gce.…”

Section: Resultsmentioning

confidence: 99%

Comparative Global Citizenship Education: A Critical Literature Analysis

Hou

2020

Beijing International Review of Education

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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.

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Section: Resultsmentioning

confidence: 99%

Comparative Global Citizenship Education: A Critical Literature Analysis

Hou

2020

Beijing International Review of Education

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“…It appears that what has been overlooked in this border high school's education practices are considerations of social justice and equity. Policy-makers and administrators need to accommodate the linguistic and cultural diversity of the border people, and address education practices that recognize global citizenship (Patterson and Choi, 2018). Given the increasing visibility of Burmese students in this school, as well as students from other countries and regions studying at Chinese schools as well as universities, the centralized, formal schooling system should be adjusted to accommodate with more localized evaluation systems that consider border realities and transnational students' diverse needs.…”

Section: Reflections and Conclusionmentioning

confidence: 99%

Examining Burmese students’ multilingual practices and identity positionings at a border high school in China

Jia

2021

Ethnicities

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This study explores a cohort of Burmese students’ lived experiences at a border high school in China and demonstrates that their multilingual practices and identity positionings constitute exclusionary effects that limit their interactions with their local Chinese teachers and peers. The paper argues that these Burmese students’ in-group interactions reproduce the process of exclusion, further complicating their identity positionings. This paper confirms the established fact that transnational students are marginalized in a variety of national contexts in complex ways, and draws attention to in-group differences among transnational students with diverse backgrounds. These findings have implications for multilingual practices and education policy makers, and for a more inclusive pedagogical approach to reducing marginalization and educating students of diverse linguistic, cultural, and racial backgrounds for global citizenship.

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“…Some topics are also being discussed through a cosmopolitan lens by researchers across disciplinary boundaries. Two particularly important examples are the climate change on our shared planet ( Der-Karabetian et al, 1996 , 2014 ; Pierik and Werner, 2010 ; Page, 2011 ; Jaspal et al, 2014 ; Der-Karabetian and Alfaro, 2015 ; Lee et al, 2015 ; Leung et al, 2015 ; Reese, 2016 ; Loy and Spence, 2020 ; Pong, 2020 ) and global migration ( Pierik and Werner, 2010 ; Patterson and Choi, 2018 ; Sparkman and Hamer, 2020 ). Considering the importance of these and other global challenges, calls for interdisciplinary work on cosmopolitanism have been rising over the past few years ( Cameron, 2018 ; Reysen and Katzarska-Miller, 2018 ).…”

Section: Introductionmentioning

confidence: 99%

Perceived parenting and identification with all humanity: Insights from England and Germany

2022

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In the past decade, identification with all humanity (IWAH) has been found to predict several positive behavioral outcomes like volunteering, a willingness to contribute to humanitarian relief, and cooperative health behavior during the COVID-19 pandemic. However, to this day, little is known about how individual differences in IWAH emerge. Therefore, the present study aimed to explore whether there is a relationship between individuals’ upbringing and their IWAH. For this purpose, data on IWAH, remembered parenting behavior (RPB), and remembered parental attachment assessed by 3056 individuals (1517 from Germany and 1539 from England) were analyzed. Structural equation models were used to (A) analyze the correlations between RPB, attachment, and IWAH and to (B) test whether single facets of RPB and attachment could significantly predict IWAH when controlling for the other facets in a latent regression analysis. The facets of positive RPB correlated significantly positively with the two facets of IWAH (global self-definition and global self-investment) and explained between 4.1 and 7% of their variance. Surprisingly, in the English sample, two facets of negative RPB also correlated significantly positively with IWAH. The explained variance in IWAH being significant but small, it is argued that parents’ attitudes or behavior specifically related to IWAH could have a greater impact on IWAH than more unspecific parenting behavior. For instance, we discovered that the extent to which participants perceived their parents as global citizens explained about one third of the variance in their own identification as global citizens. Fostering IWAH could constitute an effective approach to tackle important global challenges. Therefore, more research is needed to test the generalizability of the results and to further analyze the roots of people’s IWAH.

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Global citizenship, migration and national curriculum: A tale of two nations

Cited by 11 publications

References 31 publications

Comparative Global Citizenship Education: A Critical Literature Analysis

Comparative Global Citizenship Education: A Critical Literature Analysis

Examining Burmese students’ multilingual practices and identity positionings at a border high school in China

Perceived parenting and identification with all humanity: Insights from England and Germany

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