Critical global citizenship: contextualising citizenship and globalisation

Abstract

Abstract:In the concept of the aesthetic formation of knowledge and its as soon as possible and success-oriented application, insights and profits without the reference to the arguments developed around 1900. The main investigation also includes the period between the entry into force and the presentation in its current version. Their function as part of the literary portrayal and narrative technique. Keywords: Function, transmission, investigation, principal, period Dedicated to Paul Placeholder Studies and InvestigationsThe main investigation also includes the period between the entry into force and the presentation in its current version. Their function as part of the literary portrayal and narrative technique. Abstract: This introductory paper to our first issue provides reflection on the concept of critical global citizenship at both theoretical and practical levels. We maintain that 'citizenship', irrespective of its level of articulation (i.e. national, international, global, etc.) remains an issue that reflects a status, a feeling and practices that are intrinsically interlinked. As a legal status, formal citizenship allows individuals to form a sense of belonging within a political community and, therefore, empowers them to act and perform their citizenship within the spatial domains of the nation-state. Critical global citizenship asks these same individuals not so much to neglect these notions of belonging and practice to a particular locale, but to extend such affinities beyond the territorial boundaries of their formal national membership and to think critically and ethically about their local, national and global relationship with those who are different from themselves. Making a case for a critical global citizenship, however, also requires acknowledging material inequalities that affect the most vulnerable (i.e. migrants, asylum seekers, those experiencing poverty, etc.) and which mean that efforts to cultivate global citizenship orientations to address social injustice are not enacted on an even playing field. As such, a critical global citizenship approach espouses a performative citizenship that is at once democratic and ethical, as well as being aimed at achieving social peace and sustainable justice, but which is also affected by material conditions of inequality that require political solutions and commitment from individuals, states, non-governmental organisations (NGOs) and civil society organisations.1

Examining how global citizenship education is prefigured in the Scottish Curriculum for Excellence

“…We suggest that GCE could be strengthened in national curricula with the introduction of the term 'planetary phronesis' to invoke a sense of connection to an imagined planetary community that encompasses nations and localities, harnesses the interconnected and dependencies existing in both GCE and sustainability, as inevitable powers. The notion of 'planetary phronesis' enables rights and responsibilities to exceed national boundaries of the local sphere, contributing to critical awareness and promoting social justice (Mansouri, Johns, and Marotta 2017;Pashby 2011). 'Planetary phronesis' acknowledges the value of techne-and episteme-based knowledge but goes beyond local and national interest and recognises the contributions of both individual and collective responsibility.…”

“…Critiques of GCE, however, claim that it often functions as a preparation for modernity enforcing a unified system originating from a postcolonial era linked to neoliberal world views and interests (Mansouri, Johns, and Marotta 2017, 4). Moreover, GCE has been critiqued for requiring people to develop competencies within an increasingly competitive context with emphasis on instrumentalism and individual and national development that prioritise global market-driven performance and interventions over local aspirations (Mansouri, Johns, and Marotta 2017). Educators have also struggled to scrutinise power relations and systems, and to facilitate open discussions on uncomfortable matters and contradict western vs southern, local vs global interests, as well as retaining approaches that are under-theorised and inadequate to address issues of equity and justice (Shultz 2018).…”

The Innovation of Civic Education Studies in Indonesia: A Theoretical Review of Global Citizenship Education

“…Therefore, the development of global citizenship studies deserves to develop in the curriculum for Indonesia civic education. Mansouri, Johns, and Marotta [28] stated that citizenship cannot be separated from its level of articulation in national and international.…”

Urgensi Pendidikan Kewarganegaraan Global dalam Kurikulum Pendidikan Pancasila dan Kewarganegaraan di Abad 21

“…Pengembangan kajian kewarganegaraan global patut dikembangkan dalam kurikulum PPKn di Indonesia. Kewarganegaraan tidak bisa lepas dari tingkat artikulasinya yaitu nasional, internasional, dan global (Mansouri, Johns, & Marotta, 2017). Kewarganegaraan global telah menjadi perspektif baru pendidikan kewarganegaraan di abad 21 sehingga sudah saatnya memahami kewarganegaraan yang bercita-cita dan bermanfaat untuk dunia dengan tetap mengembangkan kewarganegaraan nasional (Franch, 2019).…”