Global Citizenship Themes in the Social Studies Classroom: Teaching Devices and Teachers’ Attitudes

Rapoport, Anatoli

doi:10.1080/00131725.2013.822041

Cited by 29 publications

(30 citation statements)

References 15 publications

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“…Entre los múltiples estudios que analizan estrategias de ECM en el ámbito de la educación formal y en diferentes contextos nacionales e internacionales (JOHNSON; BOYER; BROWN, 2011;PERAZA, 2016;ENGEL;FUNDALINSKI;CANNON, 2016;AKTAS et al, 2017;RAPOPORT, 2013), pocos enfatizan en la producción audiovisual y ninguno en temas de videoactivismo. El presente estudio evidencia un vínculo posible entre el videoactivismo y la ECM que puede continuar explorándose en próximos trabajos.…”

Section: Conclusionesunclassified

Videoactivismo y trabajo por proyectos: una experiencia de Educación para la Ciudadanía Mundial en Colombia

Aguilar-Forero

2019

Educ. Pesqui.

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Resumen La Educación para la Ciudadanía Mundial es un concepto y estrategia educativa emergente que distintos gobiernos y organizaciones internacionales vienen promoviendo como respuesta a los grandes problemas que afectan a la humanidad: pobreza, desigualdad, violencias, devastación ambiental, entre otros. Sin embargo, en la actualidad no hay ningún acuerdo acerca de qué significa ser un ciudadano del mundo y qué características deberían tener las estrategias de Educación para la Ciudadanía Mundial en contextos específicos. En este marco, el presente artículo expone los resultados de una investigación que buscó comprender cómo el activismo mediado por tecnologías digitales puede contribuir a la Educación para la Ciudadanía Mundial. El estudio se desarrolló durante al año 2017 en dos instituciones educativas de la ciudad de Bogotá, Colombia, que promueven la apropiación crítica de nuevos medios y tecnologías: la Escuela Mediática y el Colegio Venecia. A partir de una Investigación Acción Participativa y de la combinación de técnicas como la observación participante, las entrevistas semiestructuradas y el análisis de contenido, se identificó que los estudiantes de estas instituciones educativas, a través del videoactivismo y del trabajo por proyectos, promueven la reflexión y generación de conciencia en torno a temas que, como el cuidado del medio ambiente, conciernen a la humanidad y son muy cercanos a sus sensibilidades juveniles.

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Section: Conclusionesunclassified

Videoactivismo y trabajo por proyectos: una experiencia de Educación para la Ciudadanía Mundial en Colombia

Aguilar-Forero

2019

Educ. Pesqui.

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“…The current analysis also shows how the MNPs a ifesto discourse advances sub-state models of social citizenship. Reference to the wider literature on citizenship allows a number of constituent tropes to be identified (Johnston Conover, Crewe and Searing, 1991;Rapoport, 2013). The first is concerned with notions of a shared history, culture, identity and sense of belonging.…”

Section: : State Decentralisationmentioning

confidence: 99%

‘Governance transitions’ and minority nationalist parties’ pressure for welfare state change: Evidence from Welsh and Scottish elections – And the UK’s ‘Brexit’ referendum

Chaney

2017

Global Social Policy

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This study is concerned with welfare state development and the intersection between the twin global phenomena of sub-state nationalism and ‘governance transitions’. Specifically, how minority nationalist parties (MNPs) use discourse to exert pressure for welfare change. Accordingly, here, we explore their discourse in Scottish and Welsh elections, and the UK ‘Brexit’ referendum on European Union membership. The findings reveal how pressure for welfare change is framed using key tropes including nation-building, extending social protection and resistance to central government programmes. The wider significance to understanding global social policy lies in the following: (1) revealing the discursive processes associated with multi-level welfare state dynamics, (2) demonstrating how MNPs and governance transitions combine to pressure for welfare state change, and (3) showing how the resultant territorialisation of policy discourse advances ‘sub-state’ models of social citizenship.

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“…Because signature pedagogies are meant to pervade across different locations, we wondered if educators in different institutional contexts teaching different subject areas and students with varying demographics shared common practices across their classrooms as they sought to foster global citizenship in their students. Furthermore, although pedagogical practices for global competence have been identified for social studies and foreign language instruction (Boix Mansilla, 2013; Girard & Harris, 2013;1998;Rapoport, 2013), to date, few empirical analyses have considered what these pedagogies might look like across different content areas including English language arts (ELA), math, science, and music. Are there signature pedagogies for globally competent teaching that cross disciplinary boundaries?…”

Section: Signature Pedagogies: a Framework For Illustrating Global CImentioning

confidence: 99%

Expanding approaches to teaching for diversity and social justice in K-12 education: Fostering global citizenship across the content areas

Tichnor-Wagner

Parkhouse

Glazier

et al. 2016

EPAA

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Educators today must be able to respond to the needs of an increasingly diverse student body and to teach all students the knowledge, skills, and attitudes needed for civic participation in a globalized, pluralist society. While state departments of education and national teacher organizations have begun to adopt global awareness in their teaching standards and evaluation tools, educators need to understand what globally competent teachers actually do in classrooms across subject areas and grade levels. This qualitative, multiple case study explores the signature pedagogies (Shulman, 2005) of 10 in-service teachers in one southeastern state who teach for global competence in math, music, science, English, social studies, and language classes across elementary, middle, and high schools. We found three signature pedagogies that characterized globally competent teaching practices across participants: 1) intentional integration of global topics and multiple perspectives into and across the standard curriculum; 2) ongoing authentic engagement with global issues; and 3) connecting teachers’ global experiences, students’ global experiences, and the curriculum. These signature pedagogies provide visions of possibility for concrete practices teachers can adapt to infuse global citizenship education into their own contexts and for policies that school districts and teacher education programs can consider in preparing and supporting teachers in this work.

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Global Citizenship Themes in the Social Studies Classroom: Teaching Devices and Teachers’ Attitudes

Cited by 29 publications

References 15 publications

Videoactivismo y trabajo por proyectos: una experiencia de Educación para la Ciudadanía Mundial en Colombia

Videoactivismo y trabajo por proyectos: una experiencia de Educación para la Ciudadanía Mundial en Colombia

‘Governance transitions’ and minority nationalist parties’ pressure for welfare state change: Evidence from Welsh and Scottish elections – And the UK’s ‘Brexit’ referendum

Expanding approaches to teaching for diversity and social justice in K-12 education: Fostering global citizenship across the content areas

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