Citizenship education from an inclusive perspective. A review of scientific production
Article Sidebar
Main Article Content
Abstract
This paper presents a systematic conceptual review of empirical studies on Global Citizenship Education (GCED) to reveal and analyze research patterns and highlight themes included and excluded from the academic discourse. The results evidence the dominant themes in this discourse and a possible gap in the existing body of research. As a result, a framework for future research developments in the area of ECG is suggested. Educators and policy leaders in different countries are increasingly looking for ECG integration, making research directions visible will help to frame actions more precisely and comprehensively.
Article Details
Funding data
-
Fundación Española para la Ciencia y la Tecnología
Grant numbers FCT-20-15761 -
Universidad Internacional de La Rioja
Grant numbers B0036
References
Allan, A., & Charles, C. (2015). Preparing for life in the global village: producing global citizen subjects in UK schools. Research papers in Education, 30(1), 25-43. https://doi.org/10.1080/02671522.2013.851730
Amundsen, C., y Wilson, M. (2012). Are we asking the right questions? A conceptual review of the educational development literature in higher education. Review of Educational Research, 82, 90–126. http://dx.doi.org/10.3102/0034654312438409
Andreotti, V. (2006). Soft versus critical global citizenship education. Development Education, Policy and Practice, 3, 83–98.
______. (2010). Postcolonial and post-critical ‘global citizenship education. En G. Elliott, C. Fourali, y S. Issler (Eds.), Education and social change: Connecting local and global perspectives (pp. 238–250). Continuum International Publishing Group.
Appiah, K. (2006). Cosmopolitanism: ethics in a world of strangers. Andreotti.
Appleyard, N., y McLean, L. R. (2011). Expecting the exceptional: Pre-service professional development in global citizenship education. International Journal of Progressive Education, 7, 6–32.
Bachen, C. M., Hernández-Ramos, P. F., y Raphael, C. (2012). Simulating real lives: Promoting global empathy and interest in learning through simulation games. Simulation & Gaming, 4, 437–460. http://dx.doi.org/10.1177/1046878111432108
Banks, J. A. (2008). Diversity, group identity, and citizenship education in a global age. Educational Researcher, 37, 129–139. https://doi.org/10.3102/0013189X08317501
Bickel, B., Shin, J. K., Taylor, J., Faust, H., y Penniston, T. (2013). Learning English internationally while engaging communities locally: Online EFL supporting community learning for young leaders. TESOL Journal, 4, 439–462. http://dx.doi.org/10.1002/tesj.93
Bradbery, D. (2013). Bridges to global citizenship: Ecologically sustainable futures utilising children’s literature in teacher education. Australian Journal of Environmental Education, 29(02), 221–237.
Bromley, P. (2009). Cosmopolitanism in civic education: Exploring cross-national trends: 1970–2008. Current Issues in Comparative Education, 12, 33–44.
Brown, P. (2003). The opportunity trap: Education and employment in a global economy. European Educational Research Journal, 2, 141–179. http://dx.doi.org/10.2304/eerj.2003.2.1.4
Brunold-Conesa, C. (2010). International education: The international baccalaureate, montessori and global citizenship. Journal of Research in International Education, 9, 259–272. http://dx.doi.org/10.1177/1475240910382992
Buckner, E., y Russell, S. G. (2013). Portraying the global: Cross-national trends in textbooks’ portrayal of globalization and global citizenship. International Studies Quarterly, 57(4), 738–750. http://dx.doi.org/10.1111/isqu.12078
Carr, P. R., Pluim, G., y Howard, L. (2014). Linking global citizenship education and education for democracy through social justice: What can we learn from the perspectives of teacher-education candidates. Journal of Global Citizenship y Equity Education, 4, 1–21.
Cha, Y. K., y Ham, S. H. (2011). Educating supranational citizens: The incorporation of English language education into curriculum policies. American Journal of Education, 117, 183–209. http://dx.doi.org/10.1086/657887
Davies, L. (2006). Global citizenship: Abstraction or framework for action? Educational Review, 58, 5–25. http://dx.doi.org/10.1080/00131910500352523
______. (2008). Interruptive democracy in education. En J. Zahjda, L. Davies, y S. Majhanovich (Eds.), Comparative and global pegagogies: Equity, access and democracy in education (pp. 15–33). Springer.
De Oliveira, V., Stein, S., Pashby, K., & Nicolson, M. (2016). Social cartographies as performative devices in research on higher education. Higher education research & development, 35(1), 84-99. https://doi.org/10.1080/07294360.2015.1125857
Dill, J. S. (2013). The longings and limits of global citizenship education: The moral pedagogy of schooling in a cosmopolitan age. Routledge.
Dobson, A. (2003). Citizenship and the Environment. OUP Oxford.
Edge, K., y Khamsi, K. (2012). International school partnerships as a vehicle for global education: Student perspectives. Asia Pacific Journal of Education, 32, 455–472. http://dx.doi.org/10.1080/02188791.2012.739964
Ee Loh, C. (2013). Singaporean boys constructing global literate selves through their reading practices in and out of school. Anthropology & Education Quarterly, 44, 38–57. http://dx.doi.org/10.1111/j.1548-1492.2012.01177.x
Engel, L. C. (2014). Global citizenship and national (re) formations: Analysis of citizenship education reform in Spain. Education, Citizenship and Social Justice, 9, 239–254. http://dx.doi.org/10.1177/1746197914545927
Evans, M., Ingram, L. A., MacDonald, A., y Weber, N. (2009). Mapping the global dimension of citizenship education in Canada: The complex interplay of theory, practice and context. Citizenship Teaching and Learning, 5, 17–34.
Gaudelli, W. (2009). Heuristics of global citizenship discourses towards curriculum enhancement. Journal of Curriculum Theorizing, 25(1), 68–85.
Gill, S., y Niens, U. (2014). Education as humanisation: A theoretical review on the role of dialogic pedagogy in peacebuilding education. Compare: A Journal of Comparative and International Education, 44(1), 10–31.
Goren, H., y Yemini, M. (2016). Global citizenship education in context: Teacher perceptions at an international school and a local Israeli school. Compare: A Journal of Comparative and International Education, 46(5), 832–853. http://dx.doi.org/10.1080/03057925.2015.1111752
______. (2018). Obstacles and opportunities for global citizenship education under intractable conflict: The case of Israel. Compare: A Journal of Comparative and International Education, 48(3), 397-413. https://doi.org/10.1080/03057925.2016.1273096
Hahn, C. L. (2015). Teachers’ perceptions of education for democratic citizenship in schools with transnational youth: A comparative study in the UK and Denmark. Research in Comparative and International Education, 10, 95–119. http://dx.doi.org/10.1177/1745499914567821
Harper, H., y Dunkerly, J. (2009). Educating the world: Teachers and their work as defined by the United Nations educational, scientific and cultural organization (UNESCO). Current Issues in Comparative Education, 12(1), 56–65.
Harshman, J. R., y Augustine, T. A. (2013). Fostering global citizenship education for teachers through online research. The Educational Forum, 77, 450–463. http://dx.doi.org/10.1080/00131725.2013.822040
Hull, G. A., y Stornaiuolo, A. (2014). Cosmopolitan literacies, social networks, and proper distance: Striving to understand in a global world. Curriculum Inquiry, 44, 15–44. http://dx.doi.org/10.1111/curi.12035
Johnson, P. R., Boyer, M. A., y Brown, S. W. (2011). Vital interests: Cultivating global competence in the international studies classroom. Globalisation, Societies and Education, 9, 503–519. http://dx.doi.org/10.1080/14767724.2011.605331
Law, W. (2007). Globalisation, city development and citizenship education in China’s Shanghai. International Journal of Educational Development, 27, 18–38. http://dx.doi.org/10.1016/j.ijedudev.2006.04.017
______. (2010). The state, citizenship education, and international events in a global age: The 2008 Beijing Olympic games. Comparative Education Review, 54, 343–367. http://dx.doi.org/10.1086/649425
Law, W. W., y Ming Ng, H. (2009). Globalization and multileveled citizenship education: A tale of two Chinese cities: Hong Kong and Shanghai. The Teachers College Record, 111, 851–892.
Leduc, R. (2013). Global citizenship instruction through active participation: What is being learned about global citizenship? The Educational Forum, 77, 394– 406. http://dx.doi.org/10.1080/00131725.2013.822038
Levine-Clark, M., & Gil, E. (2009). A comparative analysis of social sciences citation tools. Online information review, 33(5), 986-996. https://doi.org/10.1108/14684520911001954
Lim, C. P. (2008). Global citizenship education, school curriculum and games: Learning mathematics, English and science as a global citizen. Computers & Education, 51, 1073–1093. http://dx.doi.org/10.1016/j.compedu.2007.10.005
Lima, C. O., y Brown, S. W. (2007). ICT for development: Are Brazilian students well prepared to become global citizens? Educational Media International, 44, 141–153. http://dx.doi.org/10.1080/09523980701295141
Marshall, H. (2009). Educating the European citizen in the global age: Engaging with the post-national and identifying a research agenda. Journal of Curriculum Studies, 41, 247–267. http://dx.doi.org/10.1080/00220270802642002
______. (2011). Instrumentalism, ideals and imaginaries: Theorising the contested space of global citizenship education in schools. Globalisation, Societies and Education, 9, 411–426. http://dx.doi.org/10.1080/14767724.2011.605325
McNaughton, M. J. (2014). From acting to action: Developing global citizenship through global storylines drama. The Journal of Environmental Education, 45, 16–36. http://dx.doi.org/10.1080/00958964.2013.804397
Millei, Z., y Jones, A. (2014). The Australian early childhood curriculum and a cosmopolitan imaginary. International Journal of Early Childhood, 46(1), 63–79.
Moon, R. J., y Koo, J. W. (2011). Global citizenship and human rights: A longitudinal analysis of social studies and ethics textbooks in the Republic of Korea. Comparative Education Review, 55, 574–599. http://dx.doi.org/10.1086/660796
Mundy, K., y Manion, C. (2008). Global education in Canadian elementary schools: An exploratory study. Canadian Journal of Education, 31, 941–974.
Myers, J. P. (2006). Rethinking the social studies curriculum in the context of globalization: Education for global citizenship in the US. Theory & Research in Social Education, 34, 370–394. http://dx.doi.org/10.1080/00933104.2006.10473313
______. (2008). Making sense of a globalizing world: Adolescents’ explanatory frameworks for poverty. Theory & Research in Social Education, 36, 95–123. http://dx.doi.org/10.1080/00933104.2008.10473368
______. (2010). ‘To benefit the world by whatever means possible’: Adolescents’ constructed meanings for global citizenship. British Educational Research Journal, 36, 483–502. http://dx.doi.org/10.1080/01411920902989219
Myers, J., y Zaman, H. (2009). Negotiating the global and national: Immigrant and dominant-culture adolescents’ vocabularies of citizenship in a transnational world. Teachers College Record, 111, 2589–2625.
Niens, U., y Chastenay, M. (2008). Educating for peace? citizenship education in Quebec and Northern Ireland. Comparative Education Review, 52, 519–540. http://dx.doi.org/10.1086/591296
Niens, U., y Reilly, J. (2012). Education for global citizenship in a divided society? Young people’s views and experiences. Comparative Education, 48, 103–118. http://dx.doi.org/10.1080/03050068.2011.637766
Niens, U., O’Connor, U., y Smith, A. (2013). Citizenship education in divided societies: Teachers’ perspectives in Northern Ireland. Citizenship Studies, 17, 128–141. http://dx.doi.org/10.1080/13621025.2012.716214
O’Connor, U. (2012). Schools together: Enhancing the citizenship curriculum through a non-formal education programme. Journal of Peace Education, 9, 31–48. http://dx.doi.org/10.1080/17400201.2012.657357
O’Connor, L., y Faas, D. (2012). The impact of migration on national identity in a globalized world: A comparison of civic education curricula in England, France and Ireland. Irish Educational Studies, 31, 51–66. http://dx.doi.org/10.1080/03323315.2011.579479
Ortloff, D. H. (2011). Moving the borders: multiculturalism and global citizenship in the German social studies classroom. Educational Research, 53(2), 137– 149.
Oxley, L., y Morris, P. (2013). Global citizenship: A typology for distinguishing its multiple conceptions. British Journal of Educational Studies, 61, 301–325. http://dx.doi.org/10.1080/00071005.2013.798393
Pan, S. (2011). Multileveled citizenship and citizenship education: Experiences of students in China’s Beijing. Citizenship Studies, 15, 30–283. http://dx.doi.org/10.1080/13621025.2011.549730
Parmenter, L. (2011). Global citizenship, cultural change and education policy in Japan and New Zealand. En W. Ascher, y J. Heffron (Eds.), Cultural change and persistence: New perspectives on development (pp. 183–202). Palgrave Macmillan. https://doi.org/10.1057/9780230117334_10
Pluim, G. W., y Jorgenson, S. R. (2012). A reflection on the broader, systemic impacts of youth volunteer abroad programmes: A Canadian perspective. Intercultural Education, 23, 25–38. http://dx.doi.org/10.1080/14675986.2012.664751
Quaynor, L. (2015). ‘I do not have the means to speak’: Educating youth for citizenship in post-conflict Liberia. Journal of Peace Education, 12, 15–36. http://dx.doi.org/10.1080/17400201.2014.931277
Ramírez, F. O., y Meyer, J. W. (2012). Toward post-national societies and global citizenship. Multicultural Education Review, 4, 1–28. http://dx.doi.org/10.1080/23770031.2009.11102887
Rapoport, A. (2010). We cannot teach what we don’t know: Indiana teachers talk about global citizenship education. Education, Citizenship and Social Justice, 5, 179–190. http://dx.doi.org/10.1177/1746197910382256
Resnik, J. (2009). Multicultural education-good for business but not for the state? The IB curriculum and global capitalism. British Journal of Educational Studies, 57, 217–244. http://dx.doi.org/10.1111/j.1467-8527.2009.00440.x
Reynolds, R. (2015). One size fits all? Global education for different educational audiences. En R. Reynolds, D. Bradbery, J. Brown, K. Carroll, D. Donelly, K. Ferguson-Patrick, y S. Mcqueen (Eds.), Contesting and constructing international perspectives in global education (pp. 27–41). Sense Publishers. http://dx.doi.org/10.1007/978-94-6209-989-0_3
Riley, N. R. (2006). Methods for evaluating critical learning using online discussion forums. Technology, Pedagogy and Education, 15, 63–78. http://dx.doi.org/10.1080/14759390500435770
Schattle, H. (2008). Education for global citizenship: Illustrations of ideological pluralism and adaptation. Journal of Political Ideologies, 13, 73–94. http://dx.doi.org/10.1080/13569310701822263
______. (2009). Global citizenship in theory and practice. En R. Lewin (Ed.), The handbook of practice and research in study abroad: Higher education and the quest for global citizenship (pp. 3–20). Routledge.
Schreier, M. (2013). Qualitative content analysis. En U. Flick (Ed.), The Sage handbook of qualitative data analysis (pp. 170–184). Sage.
Schweisfurth, M. (2006). Education for global citizenship: Teacher agency and curricular structure in Ontario schools. Educational Review, 58, 41–50. http://dx.doi.org/10.1080/00131910500352648
Shultz, L. (2007). Educating for global citizenship: Conflicting agendas and understandings. The Alberta Journal of Educational Research, 53(3), 248–258.
Shultz, L., y Guimaraes-Iosif, R. (2012). Citizenship education and the promise of democracy: A study of UNESCO associated schools in Brazil and Canada. Education, Citizenship and Social Justice, 7(3), 241–254. http://dx.doi.org/10.1177/1746197912448712
Suárez, D. F. (2008). Rewriting citizenship? Civic education in Costa Rica and Argentina. Comparative Education, 44, 485–503. https://doi.org/10.1080/03050060802517505
Tormey, R., y Gleeson, J. (2012). The gendering of global citizenship: Findings from a large-scale quantitative study on global citizenship education experiences. Gender and Education, 24, 627–645. http://dx.doi.org/10.1080/09540253.2011.646960
Veugelers, W. (2011). The moral and the political in global citizenship: Appreciating differences in education. Globalisation, Societies and Education, 9, 473–485. http://dx.doi.org/10.1080/14767724.2011.605329
Wood, B. E. (2012). Scales of active citizenship: New Zealand teachers’ diverse perceptions and practices. International Journal of Progressive Education, 8, 77–93.
______. (2014). Participatory capital: Bourdieu and citizenship education in diverse school communities. British Journal of Sociology of Education, 35, 578–597. https://doi.org/10.1080/01425692.2013.777209
Yamashita, H. (2006). Global citizenship education and war: The needs of teachers and learners. Educational Review, 58, 27–39. http://dx.doi.org/10.1080/00131910500352531
Yemini, M. (2014a). Internationalisation discourse. What remains to be said? Perspectives: Policy and Practice in Higher Education, 18(2), 66–71.
______. (2014b). Internationalization of secondary education-lessons from Israeli Palestinian-Arab schools in Tel Aviv-Jaffa. Urban Education, 49(5), 471–498.
Yemini, M., y Fulop, A. (2015). The international, global and intercultural dimensions in schools: an analysis of four internationalised Israeli schools, Globalisation. Societies and Education, 13(4), 528–552.