Globalization

Merryfield, Merry M.; Duty, Lisa

doi:10.4135/9781849200486.n8

Cited by 22 publications

(10 citation statements)

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“…Citizens therefore need to be responsive and flexible, mobile, able to think innovatively and work effectively in teams with high levels of social trust. Merryfield and Duty (2008) describe these competencies as those similar to active global citizenship. They include perspective consciousness, intercultural competence, critical thinking, and habits of mind compatible with civic responsibilities in a global age, such as to approach judgements and decisions with open-mindedness, anticipation of complexity, resistance to stereotyping, and to develop the habit of asking whether an action or cause is for the common good.…”

Section: Asia Pacific Journal Of Education 387mentioning

confidence: 98%

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Character and citizenship education: conversations between personal and societal values

Sim

Low

2012

Asia Pacific Journal of Education

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Section: Asia Pacific Journal Of Education 387mentioning

confidence: 98%

“…Today, young people can identify with multiple communities, including the full range of what can be termed, in Benedict Anderson's (1993) phrase, "imagined communities". Consequently, globalization is changing what young people need to know and be able to do in order to be effective, engaged citizens (Merryfield & Duty, 2008).…”

mentioning

confidence: 99%

Character and citizenship education: conversations between personal and societal values

Sim

Low

2012

Asia Pacific Journal of Education

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“…Discourses of citizenship are in flux under conditions of globalization (Abowitz & Harnish, 2006;Appadurai, 1996). Rather than educating students solely for their roles as citizens of their nations, state school systems have faced demands to prepare young citizens for effective participation in an interdependent global community (Merryfield & Duty, 2008). Academic scholarship increasingly recognizes the civic curriculum's positioning at the intersection of discourse, context, and personal meaning-making (Torney-Purta, Lehman, Oswald, & Shulz, 2001).…”

Section: Context and Curriculum In Two Global Cities: A Study Of Discmentioning

confidence: 99%

“…Zong, Wilson, and Quashiga (2008) have argued, there is a need for investigations of curriculum within "truly global settings" (p. 213) that capture the nexus of global civic discourses and societal structures of power; whereas, Kennedy (2004) has called for situated studies of Asian societies that confront predominant Western-centric examinations of citizenship. Such investigations would reveal the localized ways schools and societies give voice to minority perspectives and emerging identities (Merryfield & Duty, 2008), surface how curricula mitigate or promote neoliberal agendas (Gaudelli, 2013;Nussbaum, 2010), and illustrate how schools maintain or reorganize hierarchal relationships between the state, its citizen-subjects, and the global economy (Mitchell, 2003). In this study, we addressed those gaps in literature by examining the contexts and curricula for civic education in Hong Kong and Singapore.…”

Section: The Discursive Curriculum: Context and Personal Meaning-makingmentioning

confidence: 99%

Context and curriculum in two global cities: A study of discourses of citizenship in Hong Kong and Singapore

Alviar-Martin

Baildon

2016

EPAA

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This qualitative, comparative case study examined global civic education (GCE) in the Asian global cities of Hong Kong and Singapore. Guided by theories that position curriculum at the intersection of discourse, context, and personal meaning-making, we sought to describe the ways in which intentions for GCE reflect broader societal discourses of citizenship and how curricula allow students to tackle tensions surrounding national and global citizenship. We found that Singapore and Hong Kong have adopted depoliticized forms of citizenship as a means of inoculation against global ills. These types of citizenship are more nationalistic than global in nature; moral rather than political; and focused mainly on utilitarian goals to produce adaptable workers able to support national economic projects in the global economy. Although critical, transnational, and other emergent civic perspectives are apparent in both cities, the data yielded little evidence of curricular opportunities for students to become exposed to alternative discourses and reconcile discursive contradictions. The findings inform current literature by illuminating the nexus of local and global discursive practices, implicating the ability of curricula to accommodate both novel and established civic identities, and forwarding suggestions to bridge disconnections between theoretical and local curricular definitions of global citizenship.

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“…Although this is not formally linked to any academic discipline, the structure of the award is consistent with definitions of service-learning (Jacoby, 1996). Embedding international volunteering within the SALA exemplifies one response to calls for citizenship education to adapt its curriculum, resources and pedagogy in response to globalization (Merryfield and Duty, 2008). In this case, SALA publicity material makes explicit reference to global citizenship:…”

Section: Contextmentioning

confidence: 99%

Global citizens: Who are they?

Bourke

Bamber

Lyons

2012

Education, Citizenship and Social

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A growing desire to instigate global citizenship programmes in higher education has led to the development of optional structured opportunities for students to engage in prosocial activities. One of the challenges facing such programmes is to demonstrate and plan for the personal growth of those students. This article reports the dispositional, prosocial and attitudinal characteristics; knowledge and skills; and perceptions of social justice that students who undertake these activities bring to their initial participation. The findings indicate, that in comparison to a control group, the students differ significantly in a number of important ways (for example, conscientiousness, extraversion, openness; Machiavellianism, prosocial behaviour; selfesteem; skills relating to social action and tolerance and understanding and their concern regarding social problems). However, consideration should be given to the ways in which those students can be developed within a framework for social justice. Further, recruitment procedures for citizenship programmes in general should encourage the participation of a more diverse group of students than currently appears to be the case.

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Globalization

Cited by 22 publications

References 0 publications

Character and citizenship education: conversations between personal and societal values

Character and citizenship education: conversations between personal and societal values

Context and curriculum in two global cities: A study of discourses of citizenship in Hong Kong and Singapore

Global citizens: Who are they?

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