Global Learning in Austria: Towards a National Strategy and Beyond

Abstract

This paper discusses the development of Global Learning in Austria, paying special attention to the process and outcome of the major undertaking of developing a national strategy. The first part of the paper provides a descriptive outline of the contextual development, while the second part conjoins the description of the process of strategy development with policy discourse analysis to ask how the idea of a pedagogical response to globalisation affects policy and how engaging with policy affects that idea. The concept of Global Learning as defined in the strategy document is examined in its orientation and intent using a conceptual framework that highlights differing approaches to global citizenship education, in an attempt to situate the Strategy's conceptual approach in the broader international discourse.

Research in Global Learning: Methodologies for global citizenship and sustainable development education

“…These include Wegimont (2020) and Alasuutari (2011). Studies have looked at the influence of international bodies (Hatley 2019); the influence of particular national strategies (Kim 2019;Kuleta-Hulboj 2020); and the relationship of policy to practice (Forghani-Arani and Hartmeyer 2011).…”

Cooperación Sur y Norte globales en pedagogía y antropología: la orientación planetaria en la formación de profesores

“…Por un lado, nos distanciamos de una comprensión neoliberal del aprendizaje global, que lo equipara principalmente con la preparación para la evaluación comparativa internacional, sobre la base de los planes de estudio nacionales orientados a las competencias, cada vez más alineados en todo el mundo, y con la promoción de la enseñanza en inglés como lengua franca global, y que sigue el objetivo prioritario de educar a los alumnos para que se conviertan en ciudadanos competitivos capaces de satisfacer las demandas de la economía global (Knight, 2011;Martin & Pirbhai-Illich, 2015;Pike, 2015;Reynolds, 2015;Selby, 2005;Standish, 2012). Por otro lado, también nos mostramos escépticos ante los enfoques del aprendizaje global que siguen objetivos morales críticos, como formar a los alumnos para que sean consumidores responsables y sensibles al comercio justo mundial, a una distribución más equitativa de los recursos del mundo y al desarrollo sostenible (Angele, 2017;d-edk, 2014;Digón, Méndez García, DePalma, Longueira Matos 2017;Forghani-Arani et al, 2013;Reynolds, 2015;SBE, 2010;Standish, 2012).…”

Young People's Personal Engagement with Global Learning in Further Education

“…The content is often described in terms of global topics, particularly those that link to learners' experience of their local context, such as environmental issues. There is also an emphasis on exploring notions of development, power relations, and social justice worldwide (Foghani-Arani and Hartmeyer, 2010) and the development of particular values or skills, such as recognizing that others have equal worth, or considering how local and global issues interconnect (Serf, 2008).…”