Thirty Years of Global Education: A reminder of key principles and precedents

Hicks, David

doi:10.1080/0013191032000118929

Cited by 123 publications

(70 citation statements)

References 3 publications

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“…This followed the lead of the World Studies project in the UK, which from 1973 ran a series of innovative conferences attended mainly by secondary teachers and NGO educators to look at the global issues of the time (Hicks 2003). There were also similar events held by FAO andUNESCO in Sweden andVCOAD in London andWashington in 1971 (O'Dwyer 1972e).…”

Section: Global Education Conferencesmentioning

confidence: 99%

“…There was a renewed push for global education funding from government with submissions to the Jackson Committee on Aid for more support for community education (ACFOA 1983a). This recommendation was largely supported, as the Jackson Committee saw global education as a complementary activity to aid; this was important to maintaining a constituency for official aid (Fujikane 2003;Hicks 2003;Jackson Committee 1984). In 1985 AusAID funded resource centres in each state capital city.…”

Section: Global Education In the 1980smentioning

confidence: 99%

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NGOs and Political Change: A History of the Australian Council for International Development

Kilby¹

2015

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Section: Global Education Conferencesmentioning

confidence: 99%

Section: Global Education In the 1980smentioning

confidence: 99%

NGOs and Political Change: A History of the Australian Council for International Development

Kilby¹

2015

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“…This study classified global knowledge into four categories by referring and integrating the theoretical frameworks suggested in previous work (Clarke, 2004;Hanvey, 1982;Hicks, 2003;Kniep, 1989;Merryfield, 2002;Pike and Selby, 1999;Tye and Tye, 1992), including a) global correlation systems, b) global issues, c) cross-culture understanding, d) global history and geography. The following are descriptions of each element of global knowledge, also including global attitude: a.…”

Section: Global Educationmentioning

confidence: 99%

“…According to Pike and Selby (1999) and Hicks (2003), there are four dimensions of global education. First, the issue dimension embraces five major problem areas (corresponding solutions to them): inequality/equality; injustice/justice; conflict/peace; environmental damage/care; alienation/participation.…”

Section: Global Educationmentioning

confidence: 99%

Curriculum as an International Text: Evaluation of Global Education from Junior High School Students' Knowledge and Attitude in Taiwan

Lin¹,

Kung²

2009

ASS

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This study is interested in understanding curriculum as an international text and evaluating the connections between junior high school students' global knowledge and attitudes and the required national curriculum in Taiwan. The study also examines whether the global knowledge and attitudes vary by demographic variables. By using the Global Knowledge Scale and Global Attitudes Scale, data were collected from 1,017 students in central Taiwan and analyzed by descriptive statistics, chi-square and one-way MANOVA. The results of this study revealed that, first, the global knowledge of the junior high school students was insufficient, but their global attitudes were positive. Second, there was no gender difference in global knowledge but there was a difference in global attitudes. Third, ninth graders held significantly the highest knowledge and attitudes than eighth graders and seventh graders. Fourth, there was a socioeconomic status difference in global knowledge and attitudes. Finally, students with overseas travel experience have better global knowledge and attitudes. This study suggests that practitioners and researchers need to find practical ways to improve global education including curriculum design and implementation, teacher preparation, school environment, and students' assessment.

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“…kültürlerarası ilişkiler, barış, ekonomi, teknoloji ve insan hakları (Hicks, 2003) gibi konulara önem verildiği görülmektedir. Küresel vatandaşlık eğitimin bir başka hedefi de öğrencilerin dünya genelindeki milletlerarası bağlılığı anlayarak dünya toplumlarıyla özdeşleme düşüncesini geliştirmektir (Banks, 2004).…”

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Üstün Yetenekli Öğrencilere Küresel Vatandaşlık Eğitimi

Yalman¹

2016

Mersin EFD

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Öz: Bu çalışma, üstün yetenekli ortaokul öğrencilerinin küresel konularla ilgili duyarlılığını artırmak ve bu konularla ilgili gelecekte daha etkili baş etme mekanizmaları geliştirmelerini sağlamak amacıyla verilen küresel vatandaşlık eğitiminin etkililiğini incelemek amacıyla gerçekleştirilmiştir. Ön test-son test kontrol grupsuz deneysel desenle yürütülen bu çalışmaya üstün yetenekli olarak tanılanmış toplam kırk ortaokul öğrencisi katılmıştır. Öğrencilere, üstün yetenekli öğrencilere küresel vatandaşlık eğitimi programı kapsamında verilen altı günlük eğitim süresince küresel vatandaşlık ile ilgili konuları içeren bilim, yaratıcılık ve etik dersleri ile sosyal faaliyetler sunulmuştur. Eğitimin etkililiği nicel ve nitel verilerin analizi ile değerlendirilmiştir. Çalışmada elde edilen nicel ve nitel veriler ışığında, küresel vatandaşlık eğitiminin katılımcılara genel olarak katkı sağladığını söylemek mümkündür. Çalışmanın sonucunda ortaya çıkan bulgular değerlendirilerek öneriler sunulmuştur. Anahtar Kelimeler: Eğitim programı, küresel vatandaşlık, üstün yetenekli öğrenciler Abstract: The aim of this study was to investigate the effectiveness of global citizenship education program conducted to increase the sensitivity of gifted children about global issues and help them develop more effective coping mechanisms with these issues in future. The study was designed as pretest-posttest experimental study without a control group. Forty middle school students attended to the program. Within the scope of global citizenship education for gifted students, science, creativity and ethics lessons along with social activities including topics related with global citizenship were offered to students during 6-day education period. The effectiveness of the education was evaluated with the analysis of qualitative and quantitative data. In the light of obtained qualitative and quantitative data, it can be said that the students benefited from the program in general. Suggestions were also offered based on these findings.

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Thirty Years of Global Education: A reminder of key principles and precedents

Cited by 123 publications

References 3 publications

NGOs and Political Change: A History of the Australian Council for International Development

NGOs and Political Change: A History of the Australian Council for International Development

Curriculum as an International Text: Evaluation of Global Education from Junior High School Students' Knowledge and Attitude in Taiwan

Üstün Yetenekli Öğrencilere Küresel Vatandaşlık Eğitimi

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