Critical Pedagogy and Global Citizenship Education

Giroux, Henry A.; Bosio, Emiliano

doi:10.4324/9780429346897-1

Cited by 37 publications

(14 citation statements)

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“…Second, some participants can identify different methods of civic participation, including voicing their opinions online, boycotting, and signing petitions to support a cause. This demonstrates there is an understanding of the relational nature of the different aspects involved in civic participation and of social agency (Giroux and Bosio, 2021). Moreover, it also explicates that digital media functions as a deliberative and participatory space (Bennett and Segerberg, 2012), where young people can negotiate about different facets of civic values and exercise their agency.…”

Section: Resultsmentioning

confidence: 99%

“…With globalization and technological advancement, such traditional conceptions of citizenship education is inadequate in preparing young people for the complexities of societies. It is now necessary, and crucial, to broaden the traditional conception of citizenship education to involve the development of competencies for active participation in, including critical understandings and deliberations of the complexities inherent in exercising the rights and responsibilities of community life (Giroux and Bosio, 2021).…”

Section: The Evolving Civic Educationmentioning

confidence: 99%

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Rethinking civic education in the digital era: How media, school, and youth negotiate the meaning of citizenship

Zhang¹,

Chen

Neoh

et al. 2022

International Communication Gazette

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This study clarifies the evolving notion of civic education that resulted from technological advancement. We investigated Singaporean young people's views on civic education by contrasting the roles of schools, families and friends, and social media in shaping their understanding. Through focus groups, we found that there are contentions on the definitions, approaches, and meanings of civic education. We conclude that in view of the inevitable diversity digital technologies tend to present, young people's civic learning might be limited by the pressure and confusion coming along with the exposure to diverse views, the tendency to retreat from formal politics, and the lack of effective school intervention into the social media space.

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Section: Resultsmentioning

confidence: 99%

Section: The Evolving Civic Educationmentioning

confidence: 99%

Rethinking civic education in the digital era: How media, school, and youth negotiate the meaning of citizenship

Zhang¹,

Chen

Neoh

et al. 2022

International Communication Gazette

View full text Add to dashboard Cite

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“…Globalization has had the effect of expanding the scope of citizenship education beyond traditional national boundaries, calling upon worldwide educators to undertake new efforts to equip learners for today’s complex societies (Bosio 2021a ; Giroux and Bosio 2021 ). In this context, over the past 20 years, there has been a growing interest in Global Citizenship Education (GCE) as a means of supporting learners in developing their understanding of multiple global, national, and local issues (Bosio and Torres 2019 ).…”

Section: Introductionmentioning

confidence: 99%

Global human resources or critical global citizens? An inquiry into the perspectives of Japanese university educators on global citizenship education

Bosio

2021

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This article examines how Japanese university educators understand the role of Global Citizenship Education (GCE) in higher education. Data were collected by means of questionnaires and responsive interviews with 22 educators, then analyzed with the use of grounded theory and the constant comparative method. Four notions of GCE emerged from the data. The Japanese educators expressed the opinion that GCE must: (1) foster students’ sense of social efficiency and economic growth; (2) enhance their English-language proficiency to prepare them for work in the global market; (3) encourage overseas experiences to support them in acquiring global consciousness; and (4) develop students’ understanding of different countries. Based on the findings, the study suggests that educators’ approaches to GCE in Japan are generally oriented toward neoliberal notions of GCE aimed at fostering global human resources rather than critical global citizens. In contrast, this paper concludes by proposing a critical framework informed by the values of critical pedagogy ingrained in social justice to teach GCE in Japanese universities. This approach to GCE challenges dominant neoliberal notions of the linkages between globalization and education and orients learners toward social justice.

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“…The effects of an ever-increasingly interconnected and globalized world resonate across a multitude of aspects facing human civilization, including global crises (e.g., the Covid-19 pandemic) that humanity must meet with knowledge and wisdom. The world economy is fueled by rapid technological innovation and the instantaneous flow of information, yet the dividends of this economic activity are increasingly concentrated in the hands of a few (Giroux & Bosio, 2021). New technologies continue to change the world, yet our reliance on antiquated energy production destabilizes Earth's climate.…”

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confidence: 99%

Ethical global citizenship education: From neoliberalism to a values-based pedagogy

Bosio

Schattle

2021

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This article proposes an ethical global citizenship education (GCE) framework by offering the following five dimensions: values-creation, identity progression, collective involvement, glocal disposition, and an intergenerational mindset. Ethical GCE draws on a multiplicity of critical literatures to identify characteristics of each of these dimensions. It goes beyond neoliberal/market-driven principles toward ethical perspectives promoting social responsibility, justice, human rights, and glocal sustainability. With further theoretical development and strategies toward implementation, the framework has the potential to be deployed in future research and evaluation of the complex teaching and learning processes involved in GCE, particularly in a values-based perspective.

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Critical Pedagogy and Global Citizenship Education

Cited by 37 publications

References 0 publications

Rethinking civic education in the digital era: How media, school, and youth negotiate the meaning of citizenship

Rethinking civic education in the digital era: How media, school, and youth negotiate the meaning of citizenship

Global human resources or critical global citizens? An inquiry into the perspectives of Japanese university educators on global citizenship education

Ethical global citizenship education: From neoliberalism to a values-based pedagogy

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