Using the SDGs for global citizenship education: definitions, challenges, and opportunities

Leite, Stephanie

doi:10.1080/14767724.2021.1882957

Cited by 36 publications

(20 citation statements)

References 37 publications

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“…Like Nicola, Ella also actively embraces the global citizenship discourse, which emphasizes the collectives’ moral responsibility for peace, equality, sustainability, and human rights (Leite, 2022). Her participation in international organizations also certifies her leadership and dedication to global development.…”

Section: Resultsmentioning

confidence: 99%

Cosmopolitan pathways from the Global South: How non‐middle‐class students become desirable Fulbright applicants

You

2023

Global Networks

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International student mobility (ISM) is largely interpreted as a global middle‐class capital accumulation strategy. Cosmopolitanism, which is the named outcome and effect of these mobile forms of social and cultural capital, is therefore disproportionately available to already privileged students. This study moves beyond this prevailing interpretation by examining how students from working‐ or lower‐middle‐class families with limited resources in Global South countries combine bottom‐up cosmopolitanism with educational mobility to get selected into highly competitive spaces, such as the Fulbright Foreign Student Program, the most prestigious educational and cultural program in the United States. Based on 20 in‐depth interviews with successful Fulbright applicants and participant observation, my findings suggest that working‐ and lower‐middle‐class applicants are largely successful because of their cosmopolitan dispositions which they cultivate in creative and agentive ways. This article adds texture and complexity to existing discussions on middle‐class hegemony in ISM and cosmopolitan subject‐making.

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Section: Resultsmentioning

confidence: 99%

Cosmopolitan pathways from the Global South: How non‐middle‐class students become desirable Fulbright applicants

You

2023

Global Networks

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“…According to the relevant literature, there is a strong linkage between global education and adult literacy since non-formal education is a favorable context in which to establish and implement a continuum of relative interventions; for example, this can be the inclusion of a citizenship topic in the curriculum, at the one end, and the organization of the whole curriculum around global education, at the other. Hanemann (2019), as cited in UNESCO Grale report [5] (p. 131), states that citizenship themes need to start from the local and country context before moving to the global dimensions, whereas local values, traditions and cultures should also be incorporated. Activity-based teaching and learning techniques could contribute to fostering social and emotional skills, such as self-awareness, selfmanagement, relationship skills and responsible decision making.…”

Section: Adult Education and Global Competencementioning

confidence: 99%

“…Abiding by that, Felisa Tibbits (2020), as cited in UNESCO Grale report [5] (p. 5), mentions that adult education and learning may enhance the capacities of adults to know, claim and enjoy both their individual and social rights and to participate in community life. Thus, the development of global education and global citizenship is a matter or priority, according to the UNESCO's 5th Global Report on adult learning and education [5].…”

Section: Introductionmentioning

confidence: 99%

Adult Education and Globally Engaged Trainers: The Case of Vocational Training Institutes

Καρανικόλα

Παναγιωτόπουλος

2023

Education Sciences

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Globalization provides access to people, services, goods, ideas, beliefs and values in a new way and poses fundamental challenges for all areas of education in every country. Education on global issues is a process of individual and collective growth which allows for transformation and self-transformation. In this vein, this quantitative study seeks to investigate the perspectives of 310 adult educators on global education training. The accessible population of the study was adult educators working in the public and private vocational training institutes in the region of Western Greece during the academic year 2021–2022. The random sampling technique was applied. Research findings show that teachers recognize the necessity and importance of training on global competence and most of them have attended one or more courses mostly during their undergraduate or postgraduate studies or during their participation in training programs. They also regard the University as the most appropriate training actor, and they are in favor of optional training programs and of mixed type. Regarding training topics, they proposed interculturalism, diversity, current events, religion, history, immigrants, environment, geography, human rights and culture. Finally, participants’ aspects do not seem to be affected by their employment relationship and years of service. On the contrary, gender, ICT knowledge and additional studies seem to affect the results of the research.

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“…Also, ESD and Global Citizenship are indicated as keywords in item 7 of SDGs Goal 4 "Quality Education" [61]. There are studies on the use of SDG concepts in GCED [62,63]. Kobayashi (2019) states that the GCED was adopted by the United Nations with UNESCO as the lead agency, starting with the Global Education First Initiative launched in 2012 by former UN Secretary-General Ban Ki-moon, a South Korean diplomat, and the reason for this is that, in the global age, the number of bicultural people with multiple cultural and ethnic affiliations has increased, and cultural psychological research on the pluralism of identity has become active [64].…”

Section: South Koreamentioning

confidence: 99%

Comparative Study on National Policies and Educational Approaches toward Regional Revitalization in Japan and South Korea: Aiming to Achieve the Sustainable Development Goals

Osanai,

2023

Societies

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Declining birthrates and aging populations are progressing globally, but this trend is particularly prominent in East Asia. Japan and South Korea face SDG-related problems, such as declining birth rates, aging populations, and depopulation in rural areas due to population concentration in urban areas. In this study, “regional revitalization” was set as a keyword for solving SDG-related issues in Japan and South Korea to conduct a comparative analysis of the relevant trends and characteristics of national policies and educational approaches in Japan and South Korea through a literature review. A comparative analysis of the policies and educational approaches to regional revitalization in Japan and South Korea reveals that policies and education are closely related to regional revitalization. Japan aims to increase the permanent population of young people through creating attractive regions in each region, and South Korea aims to alleviate the labor shortage caused by the declining population with labor immigration and aims for regional revitalization via comprehensive cooperation among its own citizens, immigrants, and people with multiple cultures.

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Using the SDGs for global citizenship education: definitions, challenges, and opportunities

Cited by 36 publications

References 37 publications

Cosmopolitan pathways from the Global South: How non‐middle‐class students become desirable Fulbright applicants

Cosmopolitan pathways from the Global South: How non‐middle‐class students become desirable Fulbright applicants

Adult Education and Globally Engaged Trainers: The Case of Vocational Training Institutes

Comparative Study on National Policies and Educational Approaches toward Regional Revitalization in Japan and South Korea: Aiming to Achieve the Sustainable Development Goals

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