Critical Global Competence and the C3 in Social Studies Education

Meta-Subject Olympiad For Development And Diagnostics Of Students’ Global Competencies

“…Works that present the experience of developing students' global competencies in the context of real educational practice were also taken as a basis (Avdeenko et al, 2018;Harshman, 2016;Kang et al, 2018).…”

“…The essential characteristics of the notion of global competence as the ability to understand and interact with the global world have been studied in many works (Byker & Putman, 2019;Deardorff, 2006;Harshman, 2016;Koval, & Dukova, 2019a;Schleicher & Ramos, 2018;etc. ).…”

“…Implementation of such an approach to solving the problem of development of global students competencies will allow obtaining a synergistic effect in levels of development of each global competence and the whole set of these competencies. Today, we know the first results of this approach through student interaction (Beetham et al, 2009;Harshman, 2016;Kang et al, 2018).…”

Developing global citizenship through critical media literacy in the social studies

“…When analyzing the "justification for positions of privilege (in the Global North and South)," a "Soft GCE" tends to focus on tropes about the North that emphasize "development, [a] harder work [ethic], better use of resources, and technology," whereas a "Critical GCE" approach includes analyzing systems of oppression that examines how people and nations "benefit from and [execute] control over unjust and violent systems and structures" that disproportionately disadvantage the Global South (Andreotti and Pashby, 2013, p. 426). Interrogation of these global systems requires including people from a spectrum of places and social positions, however, despite their best intentions, educators often teach about the world using films that are produced by American and European companies and often wrought with biases and incomplete narratives of historical events or contemporary global issues (Harshman, 2016;Merryfield, 1998). Interested in helping global educators shift away from relying upon such films, this article features the films and strategies used by educators in countries still scarred by colonialism, yet largely absent from work in global education.…”

The Effect of Interactive Blended-Problem Based Learning Assisted Virtual Classroom on Critical Thinking Skills of Students of The Society Era 5.0

“…Such a framework is necessary considering that the digital revolution is closely related to transcending distance, location, and geographical boundaries. Students with specialization in social sciences, including geography learning, have an excellent opportunity to obtain massive and complex information in improving critical thinking skills through implementing the global awareness curriculum (Tsang et al, 2020) so that they can reconstruct global based-competency (Harshman, 2016) related to the broad characteristics of the material in Geography learning, are at significant risk in the acceptance and acquisition of biased material (Lee et al, 2021). Then, today, all learning subjects in Indonesia are affected by the COVID-19 pandemic, which can cause academic loss (Nugraha, M. S., Liow, R., & Evly, 2021), as a result of the reduced role of teachers in learning and the limitations of students in accessing relevant learning resources.…”