Teaching for Social Justice, Diversity, and Citizenship in a Global World

Banks, James A.

doi:10.1080/00131720408984645

Cited by 317 publications

(215 citation statements)

References 2 publications

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“…It is believed that nation-states' policies of higher education in general and instructors' understanding of the issue in particular have great influence in nurturing global citizenship. Teachers committed to teach for global citizenship may feel the responsibility not just to teach their students for employment, but rather prepare them with the skills, knowledge, and commitment needed to change the world to make it more just and democratic (BANKS, 2004). As education can also be used to mold individuals' attitudes and oppress them through depositing nondemocratic ideas, the type of pedagogies educational institutions use greatly determine the kind of citizens they produce and type of world they create (FREIRE, 2010;TORRES, 2002).…”

Section: Pedagogical Practices For Fostering Global Citizenshipmentioning

confidence: 99%

“…To produce global citizens who are aware of the wider world, HEIs should use a pedagogy which could give students the knowledge and skills that provide them with the opportunity to shape their perspective (FREIRE, 2010;HOOKS, 2010;DEWEY, 1938;BANKS & BANKS, 1995;BANKS, 2004). Even though many critical educators have coined different types of pedagogies, it could be difficult and doubtful to depend on only one type of pedagogy to nurture global citizenship.…”

Section: Pedagogical Practices For Fostering Global Citizenshipmentioning

confidence: 99%

“…This makes teachers to connect their lesson to the people and their life, and the students to reflect on the history, life and development of their people, and enhance the good things while challenging the negative ones. Then the students are able to care about the local and global situations because they complementary to each other (BANKS, 2004;OXFAM GB, 2006). Besides, social responsibility including concern for the society is an important dimension of global citizenship (MORAIS & OGDEN, 2011).…”

Section: Orientation Towards Global Citizenshipmentioning

confidence: 99%

“…The world today is characterized by increasing ethnic and cultural diversity of nation-states (SUA' REZ-OROZCO, 2001;BANKS, 2004) and new economic and cultural orientation (MARGINSON, 2010). According to STROMQUIST (2002), education in general and higher education in particular is the main actor in the introduction and sustainability of any new economic, social and cultural order.…”

Section: Introductionmentioning

confidence: 99%

“…Studies from around the world show that there has been increasing pressure to ensure the capacity of higher education students to think and act globally in order to effectively challenge and address any political, socio-economic, and environmental problems on a global scale (STONER, PERRY, WADSWORTH, STONER, & TARRANT, 2014;MARGINSON, 2010;BANKS, 2004;ROMAN, 2003;BANKS & BANKS, 1995). However, there is no any published research regarding the role of higher education in the production of global citizenship in Eritrea, confirming the policy of the Ministry of Education.…”

Section: Introductionmentioning

confidence: 99%

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El papel de la educación superior en el desarrollo de la ciudadanía global en Eritrea

Tsegay

2016

REEC

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This study argues that there are important potentialities in the interplay between critical pedagogy and course content in Eritrean Higher Education Institutions (HEIs) for cultivating graduates who are prepared to act as global citizens. To understand whether these potentialities are being realized, an examination of HEIs' pedagogical practices is necessary. Thus, through document analysis and semi-structured interviews, this study asked, how do students and staff at Eritrean HEIs experience these institutions' pedagogical practices? Despite different challenges, the study concluded that Eritrean HEIs, through their use of mixed pedagogical practices that illustrate both critical and semi-interactive pedagogical experiences, are indeed equipping their students with the knowledge, skills and attitudes to act as responsible global citizens. Without generalization, the research to some extent can be considered as explanatory to other developing states and nation-states with similar conditions as Eritrea.* Beijing Normal University (China). The Role of Higher Education in Nurturing Global Citizenship in Eritrea Samson M. Tsegay 184Revista Española de Educación Comparada, 28 (2016), 183-201 DOI: 10.5944/reec.28.2016 KEY WORDS: Eritrea, Higher Education, Pedagogical Practice, Globalization, Global Citizenship. RESUMENEste estudio argumenta que existen potencialidades importantes en la interacción entre la pedagogía crítica y el contenido de los cursos en las instituciones de educación superior de Eritrea (IES) para formar a unos graduados que se están preparados para actuar como ciudadanos globales. Para comprender si se están desarrollando estas potencialidades, es necesario examinar las prácticas pedagógicas de las IES. Así, a través del análisis documental y de entrevistas semiestructuradas, este estudio se preguna, ¿cómo experimentan los estudiantes y el personal de las IES de Eritrea las prácticas pedagógicas de estas instituciones? A pesar de los diferentes desafíos, el estudio concluye que las IES de Eritrea, a través del uso de prácticas pedagógicas mixtas que ilustran experiencias pedagógicas críticas y semi-interactivas, están equipando a sus estudiantes con los conocimientos, habilidades y actitudes para actuar como ciudadanos globales responsables. Aunque sin poder generalizar, la investigación puede considerarse como explicativa de otros estados en vías de desarrollo y estados-nación con condiciones similares a Eritrea.

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Section: Pedagogical Practices For Fostering Global Citizenshipmentioning

confidence: 99%

Section: Pedagogical Practices For Fostering Global Citizenshipmentioning

confidence: 99%