The Moral Education of Global Citizens

Dill, Jeffrey S.

doi:10.1007/s12115-012-9599-8

Cited by 19 publications

(12 citation statements)

References 4 publications

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“…In some countries, Global Civic Education become a trend even necessity [2]. It is done to strengthened students existence as part of global citizen [2].…”

Section: Introductionmentioning

confidence: 99%

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Civic Education and Student Responses to Global Issue

Dharma¹,

Sapriya²,

Winataputra³

et al. 2018

Proceedings of the Annual Civic Education Conference (ACEC 2018)

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This study is based on thinking that Civic Education has role in building students' global insight and awareness. Through Civic Education, students will aware of their role and responsibility toward global issue. One of the most effective ways to improve the world and help people inside it is through social movement. Therefore, Civic Education has role to encourage students in understanding complex global issue and deciding what step and action done as the form of response to global challenge. This study aims to reveal how the role of Civic Education course in State University of Medan in building students' global insight and awareness, and how students view on the importance of social movement in responding global issue. The approach used in this study is qualitative and quantitative, with naturalistic method and descriptive analysis through survey. The study result showed that (1) Civic Education Course in State University of Medan had not optimized the effort to develop students' global insight and awareness. (2) Students have good view of global issue, but it is not showed through action and social movement in solving that global issue.

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“…In some countries, Global Civic Education become a trend even necessity [2]. It is done to strengthened students existence as part of global citizen [2].…”

Section: Introductionmentioning

confidence: 99%

“…In some countries, Global Civic Education become a trend even necessity [2]. It is done to strengthened students existence as part of global citizen [2]. Students obtain much benefits from learning social justice issues, particularly which related to gender, carbon emission and global impact [3].…”

Section: Introductionmentioning

confidence: 99%

Civic Education and Student Responses to Global Issue

Dharma¹,

Sapriya²,

Winataputra³

et al. 2018

Proceedings of the Annual Civic Education Conference (ACEC 2018)

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“…Global citizenship as we conceptualize it herewith is based on values of mutuality and reciprocity, or as Torres calls it in our discussion “el buen vivir”—this concept frames GCE within a looking forward educational theory which, despite its intrinsic but resolvable contradictions, encourages a way of acting in society that is community-centric , ecologically balanced , and culturally sensitive , in the ongoing construction of a more just and peaceful world. While GCE for some represents an educational theory of the “common good” (Bosio, 2017a; Bourn, 2018; Gaudelli, 2016; Torres, 2017), we are also conscious that it demands moral obligation and responsiveness beyond the individual and his/her own interests (Dill, 2012). As Dill (2012: 541) points out, “whether real or aspired to, welcomed or opposed, GCE is commonly held to be a far-reaching paradigm shift” in our educational practices.…”

Section: Global Citizenship Education: a Form Of Intervention In Searmentioning

confidence: 99%

“…While GCE for some represents an educational theory of the “common good” (Bosio, 2017a; Bourn, 2018; Gaudelli, 2016; Torres, 2017), we are also conscious that it demands moral obligation and responsiveness beyond the individual and his/her own interests (Dill, 2012). As Dill (2012: 541) points out, “whether real or aspired to, welcomed or opposed, GCE is commonly held to be a far-reaching paradigm shift” in our educational practices. Thus, it is absolutely critical to expand research on the practice of GCE.…”

Section: Global Citizenship Education: a Form Of Intervention In Searmentioning

confidence: 99%

“…These new dynamics are not limited to any exclusive location or stage of education; similar processes take place in developed and developing nations, in schools and universities, and in central and peripheral settings (Yemini, 2016). To more fully grasp the challenges as well as the potential of the modern educational institutions, one needs to comprehend the ways in which its key players interact with a variety of forces and events linked to internationalization and globalization (Bosio, 2017b; Dill, 2012; Tarozzi and Torres, 2016; Yemini et al., 2019). As Rhoads and Szelényi (2009) points out, since educators represent a group in particular that is regularly faced with a variety of global powers interacting with educational institutions’ life, there is a tremendous need to better understand the complexity of their academic lives relative to how they conceptualize GCE in the context of increasing internationalization and globalization in both theoretical and practical ways.…”

Section: Global Citizenship Education: a Form Of Intervention In Searmentioning

confidence: 99%

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Global citizenship education: An educational theory of the common good? A conversation with Carlos Alberto Torres

Bosio

Torres

2019

Policy Futures in Education

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This paper presents a remarkable conversation with Carlos Alberto Torres about Global Citizenship Education (GCE) in relation to research, teaching, and learning in the USA. Torres is a Distinguished Professor of Education, UNESCO UCLA Chair on Global Learning and Global Citizenship Education, UCLA and Founding Director of the Paulo Freire Institute (São Paulo; Buenos Aires; UCLA). In this dialogue, he artfully blends together theoretical and practical perspectives on global citizenship focused on the connection between culture and power, the interrelationships of economic, political and cultural spheres in the modern educational institutions in the context of growing internationalization and globalization of education offering an exclusive portrait of GCE as a site of permanent pursuit for social justice. Our tête-à-tête is presented as a pedagogical tool for discussion that invites educators to reflect critically on the possible origins and implications of GCE discourses they are exposed to. It is designed with the intent to contribute toward the possibility of imagining a "yet-to-come" post-colonial, criticaltransformative, and value-creating GCE-curriculum beyond a Westernized, market-oriented and apolitical practices toward a more sustainable paradigm based on principles of mutuality and reciprocity, or as Torres calls it in this discussion "el buen vivir"-a concept that portrays a way of acting in society that is community-centric, ecologically balanced, and culturally sensitive, in the ongoing construction of a more just and peaceful world.

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