2021
DOI: 10.1177/1746197921999639
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Global citizenship and the global citizen/consumer: Perspectives from practitioners in development NGOs in Portugal

Abstract: This paper makes an empirical contribution to the debate about the pluralism of global citizenship. This is considered a crucial aspect for research, not only because charity and social justice standpoints coexist, but also in the light of growing examples of neoliberal understandings about global citizenship education and the global citizen. Informed by critical and postcolonial thinking and with a special focus on Andreotti’s discursive orientations, this paper analyses discourses of practitioners of global … Show more

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Cited by 6 publications
(3 citation statements)
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“…This linkup is feasible from participatory methodologies where research and education come together to develop their transgressive and transformative potential (Khoo & Jørgensen, 2021). However, analyses such as that carried out by Pashby et al (2020) warn of the current neoliberal orientation that is being applied to education for global citizenship, its imbrication even being seen in its combination with social justice and humanist intentions (Coelho et al, 2022). In this orientation, local and individual issues are transferred to supranational legal frameworks, such as the United Nations, where relations are global and between countries, thus disguising the lack of commitment to structural inequalities.…”
Section: The University and The Lecturers Faced With Sustainabilitymentioning
confidence: 99%
“…This linkup is feasible from participatory methodologies where research and education come together to develop their transgressive and transformative potential (Khoo & Jørgensen, 2021). However, analyses such as that carried out by Pashby et al (2020) warn of the current neoliberal orientation that is being applied to education for global citizenship, its imbrication even being seen in its combination with social justice and humanist intentions (Coelho et al, 2022). In this orientation, local and individual issues are transferred to supranational legal frameworks, such as the United Nations, where relations are global and between countries, thus disguising the lack of commitment to structural inequalities.…”
Section: The University and The Lecturers Faced With Sustainabilitymentioning
confidence: 99%
“…Global citizenship education and transformative learning are "umbrella terms" for diverse meanings and practices, yet are often viewed as intrinsically positive (Andreotti, 2016;Hoggan, 2016). The main criticisms 1 of both fields relate to their "enlightenment" underpinnings, among them the focus on individual over social change and consequently their limited social, collective impact (Coelho et al, 2021;Hoggan et al, 2017). In both, learning "outcomes" can be lengthy and difficult to identify and thus seeking a "caterpillar-to-butterfly" change (Hoggan & Kloubert, 2020, p. 302) is a narrow interpretation of their aims.…”
Section: Global Citizenship Education And/as Transformative Learningmentioning
confidence: 99%
“…The sense of nationalism is strongly attached to the Indonesian people along with the development of the nation's character. Coelho et al (2022) states that global citizenship and global citizens are responsible as agents of social change. Therefore, nationalism also leads to the preservation of noble values that reflect the character of the Indonesian nation.…”
Section: Introductionmentioning
confidence: 99%