Examination of Social Studies Curriculum and Course Books in the Context of Global Citizenship

Abstract

The document review method, which is a qualitative research method, was used in this study that aims to examine the social studies curriculum and course books in terms of attainments, teaching-learning process and measurement-evaluation process in the context of global citizenship. Furthermore, opinions of social studies teachers on the curriculum and course books in the context of global citizenship were determined by taking their written statements. Social studies course books and curricula at fourth, fifth, sixth and seventh grade levels were examined in the study. Also, opinions of nine social studies teachers were analyzed. As a result of the study, it can be said that in general, the dimensions of global citizenship are included within the scope of attainments, content, teaching-learning process, measurement-assessment elements regarding social studies course. It was determined that awareness of diversity and multiculturalism, political and economic processes and interdependence, human rights, environmental responsibility and sustainable development among the dimensions of global citizenship are addressed at most, while the dimensions of social justice and contemporary peace and conflict are covered quite slightly. Furthermore, according to teachers' opinions, it can be said that social studies curriculum and course books have deficiencies in the context of global citizenship.

Effects of Mindset, Democratic Parenting, Teaching, and School Environment on Global Citizenship of Ninth-grade Students

“…However, many scholars refer to the framework of the global citizenship study from the United Nations Educational, Scientific and Cultural Organization (UNESCO, 2015) that explains that the characteristics of youth born with global citizenship attribute consist of three elements: 1) the cognitive domain, the attribute of a knowledgeable person, and analytical thinking skills for understanding issues relevant to local, national and international circumstances leading to cooperation and interdependence in a global society; 2) the socio-emotional domain, the attribute of the students with a sense of human value, the value of sharing responsibility, sincerity, and unity including respect for differences and diversity; 3) the behavioral domain, the attribute of the students with practical and responsible behavior for the local community, society, nation, and world for peace and sustainability. These three elements are essential that many countries rely on for curriculum design as well as teaching and learning activities focusing on youth development in each country, such as developing content in the curriculum of Global Citizenship promotion (Ait-Bouzid, 2020;Massey, 2014), developing teachers to manage learning following Global Citizenship guidelines (Damiani, 2018), developing textbooks (Karakuş et al, 2017;Mikander, 2016). In addition, the researcher also suggested that the development of the students should prioritize with the cognitive domain.…”

“…In principle, GCE is flexible; as a result, the teachers in each country can be adapted for teaching and learning for each subject under different age ranges. The scope of knowledge development of important learners can be summarized in many aspects such as poverty, globalization, migration, human right, social justice, democratic society, land grabbing, fair trade, child labor, global garment supply chain, social movement, climate change, and UN and NGO (Ait-Bouzid, 2020; Karakuş et al, 2017). The main goal of studying GCE is to provide students with critical thinking and awareness of phenomena occurring in the world, world development with sustainability, globalized world, international cooperation as well as the harmonious coexistence between human differences in race, environment, culture, and economy to become unity in the world (Karakuş et al, 2017;Massey, 2014).…”

“…The scope of knowledge development of important learners can be summarized in many aspects such as poverty, globalization, migration, human right, social justice, democratic society, land grabbing, fair trade, child labor, global garment supply chain, social movement, climate change, and UN and NGO (Ait-Bouzid, 2020; Karakuş et al, 2017). The main goal of studying GCE is to provide students with critical thinking and awareness of phenomena occurring in the world, world development with sustainability, globalized world, international cooperation as well as the harmonious coexistence between human differences in race, environment, culture, and economy to become unity in the world (Karakuş et al, 2017;Massey, 2014). It can be said that GCE is appropriate for the development of knowledge, attitudes, and practical skills in a global society (especially global issues) other than those used in their own traditional culture (Damiani, 2018;Mathews, 2016).…”

“…The globalized world has been a period of rapid global change. Since the global population migration, an exchange of thoughts and feelings about things in a borderless world, social awareness at the local, national, and international levels (Damiani, 2018;Holmes, 2019;Reynolds et al, 2019), they allow individuals to recognize that their world is so broad that they can catch up with the changing conditions without the border of each country (Ait-Bouzid, 2020; Karakuş et al, 2017). The modern world is becoming more and more complicated by sharing awareness and allowing more opportunities to live together under different ideas, beliefs, cultures, and traditions through economic growth and changes in the physical environment.…”

“…Therefore, the tendency in the quality of human resource development has to be developed to keep up with the social and world movement. In contrast, human beings should also be dependent on the world (Ait-Bouzid, 2020; Karakuş et al, 2017).…”