Promoting Global Citizenship Education (GCED) in the Sultanate of Oman: An Analysis of National Policies

Al’Abri, Khalaf Marhoun; Ambusaidi, Abdullah Khamis; Alhadi, Badriya Rashid

doi:10.3390/su14127140

Cited by 6 publications

(3 citation statements)

References 44 publications

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“…In general, information is obtained that educational policy makers face changing views and ideas about citizenship when the values and materials of global citizenship education are integrated into the school curriculum. More and more material is discussed related to national and global issues, cultural and linguistic diversity, poverty issues, population migration issues [17]. At the practical level in schools, problems are encountered related to changes in the perspective of teachers and students.…”

Section: Design Of Global Citizenship Education Into the School Curri...mentioning

confidence: 99%

Developing Global Citizenship Education Materials and Values in the Indonesian School Curriculum

Mahpudz

2023

Advances in Social Science, Education and Humanities Research

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The rapid development of information, technology, and computing have an impact on the lack of direct communication between individuals. This article aims to describe the implementation of the development of global citizenship education in the context of Indonesia. The study method uses library research. The collection of data and information comes from documents, articles, manuscripts, and books that are relevant to the focus of the study. Analysis of data and information using content analysis method. Global citizenship values that can be developed into the school curriculum in Indonesia include; (1) values of social justice and equality, (2) respect for diversity and difference, (3) caring attitude toward the environment and sustainable development, (4) respect for diversity, (5) care for the environment and sustainable development, (6) interdependence, (7) prioritize and prevent conflict, (8) empathy, (9) cross-cultural communication.Steps to prepare prospective teachers and civic education teachers in a global perspective are important in a planned, coordinated, integrated multi-disciplinary, inter-disciplinary, and cross-disciplinary manner. The development of materials and values of global citizenship education into the school curriculum in Indonesia is expected to be a driving force to develop the knowledge, awareness, skills, values, and actions of students to play a more active and inclusive role and participate in world relations.

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Section: Design Of Global Citizenship Education Into the School Curri...mentioning

confidence: 99%

Developing Global Citizenship Education Materials and Values in the Indonesian School Curriculum

Mahpudz

2023

Advances in Social Science, Education and Humanities Research

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“…National citizenship is the state's equal claim on different ethnic groups and is a universal citizenship. On the basis of the equality of all citizens, the government pays special attention to some ethnic groups with special needs and grants them "ethnic rights" [8]. Therefore, multiculturalism's differential citizenship emphasizes the specificity of ethnic group differences on the basis of recognizing the equal rights of citizens, and emphasizes ethnic group identity and special identification with ethnic groups on the basis of universal citizenship identity.…”

Section: Differential Citizenshipmentioning

confidence: 99%

Research on Multiculturalism Citizenship and Civic Education

2023

appep

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Multiculturalist citizenship is a differential citizenship based on the claim of multiculturalism and a critique of the universality of liberal citizenship. It takes ethnic differences as the base, emphasizes the special rights of minority groups and cultural identity of ethnic groups, and cultivates the multicultural identity of citizens. Multiculturalism emphasizes the difference and multicultural identity of citizens, but does not exclude the unity of citizens and national citizenship. Therefore, multiculturalism citizenship education needs to deal with the relationship between equality and difference, and between ethnic identity and national identity. Only in this way can we maintain both the diversity of ethnic groups and the unity of national identity.Minority Rights in the late 20th century, the liberal concept of citizenship that dominated the West was constantly criticized by multiculturalism. Multiculturalism criticizes the homogeneity of liberal citizenship, ignores the differences between ethnic groups, and emphasizes the right to value cultural pluralism and ethnic differences. "Groups that were previously excluded are now no longer willing to be forced into silence or marginalization, or to be treated as 'abnormal' simply because they differ from so-called 'normal' citizens in terms of race, culture, gender, ability, or sexual orientation ' [1]. They demand a more accommodating citizenship that recognizes them for who they are, and which in turn accommodates the differences between them." This gives rise to a multiculturalist citizenship of difference that transcends liberal homogeneous citizenship.

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“…The GCE has occupied a high level of priority in educational policies around the world since the early 1990s (Al' Abri et al, 2022). The inclusion of content associated with it is often described as a response to several factors, including the increasing multicultural nature of societies-modern -globalized workforce and immigrationthe relevance of the civic engagement and the social efficacy, as well as the work of international development organizations (Goren and Yemini, 2017;O'Flaherty and Liddy, 2018).…”

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confidence: 99%

Mapping global citizenship: A Bibliometric analysis of the field of education for sustainable development

et al. 2023

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Since the approval of the Sustainable Development Goals, global citizenship education (GCE) is increasingly capturing the attention of researchers worldwide. In this context, the aim of this manuscript is to review the existing literature on GCE (up to 2021) in journals indexed in the Web of Science. Particularly, it seeks to: (1) document the volume and growth trajectory of knowledge production, (2) identify countries, journals, authors, and key publications (both of the sample analyzed and of the references cited), (3) perform a science mapping of the knowledge base on GCE, and (4) discover the thematic foci of empirical works. For this purpose, a bibliometric analysis of the selected articles (n = 350) and a content analysis of the sample’s empirical papers (n = 210) was carried out. The main findings evidence that: the number of articles on the subject has increased notably since 2016; there is a concentration of knowledge production in countries of the Global North, driven mainly by the United States; geographical proximity, and even common language, seem not to be the main factors influencing international scientific collaborations; and, GCE is linked in the empirical articles in the sample mainly to the concept of internationalization of education. The conclusion is that, although the production of knowledge on GCE has recently increased considerably, it continues to lag behind other areas of the educational field.

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Promoting Global Citizenship Education (GCED) in the Sultanate of Oman: An Analysis of National Policies

Cited by 6 publications

References 44 publications

Developing Global Citizenship Education Materials and Values in the Indonesian School Curriculum

Developing Global Citizenship Education Materials and Values in the Indonesian School Curriculum

Research on Multiculturalism Citizenship and Civic Education

Mapping global citizenship: A Bibliometric analysis of the field of education for sustainable development

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