Global Citizenship, Common Wealth and Uncommon Citizenships

Shultz, Lynette; Pillay, Thashika

doi:10.1163/9789004383449

Cited by 5 publications

(3 citation statements)

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“…Martin, 2011;Pashby, 2012Pashby, , 2018. As Shultz and Pillay (2018) assert More often than otherwise, global citizenship literature and theorizing represents the continuing dominance of western discourses and related epistemic constructions that do little challenge the citizenship or educational needs of those who need them the most. .…”

Section: Engaging Critiques Of Esd and Gcementioning

confidence: 99%

Teacher Education for Sustainable Development and Global Citizenship

Bamber¹

2019

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This book examines how educators internationally can better understand the role of education as a public good designed to nurture peace, tolerance, sustainable livelihoods and human fulfilment.Bringing together empirical and theoretical perspectives, this insightful text develops new understandings of Education for Sustainable Development and Global Citizenship (ESD/GC) and illustrates how these might impact on educational research, policy and practice. The text recognises ESD/GC as pivotal to the universal ambitions of UNESCO's Sustainable Development Goals, and focuses on the role of teachers and teacher educators in delivering the appropriate educational response to promote equity and sustainability. Chapters explore factors including curriculum design, values and assessment in teacher education, and consider how each and every learner can be guaranteed an understanding of their role in promoting a just and sustainable global society. This book will be of great interest to academics, researchers, school leaders, practitioners, policy makers and students in the fields of education, teacher education and sustainability.

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Section: Engaging Critiques Of Esd and Gcementioning

confidence: 99%

Teacher Education for Sustainable Development and Global Citizenship

Bamber¹

2019

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“…Scholars such as Matthews (2011) note a lack of attention to the interdependence of globalization, postcolonialism, and environmental matters, and a perpetuation of Western epistemologies at the expense of non-Western and indigenous worldviews (see also Blenkinsop et al, 2017). Scholars writing critically about GCE argue superficial approaches to teaching about global issues step over ethical issues and reinforce colonial systems of power in the materials and approaches offered to learners (e.g., Andreotti, 2011a;Martin, 2011;Pashby, 2012;Shultz & Pillay, 2018). Reflecting on the UNDSD, Huckle & Wals (2015) argue for a stronger transformative emphasis and suggest an approach that bridges ESD and global learning into global education for sustainable citizenship.…”

Section: Introductionmentioning

confidence: 99%

Decolonial options and foreclosures for global citizenship education and education for sustainable development

Pashby¹,

Sund²

2020

NJCIE

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This article builds from scholarship in Environmental and Sustainability Education and Critical Global Citizenship Education calling for more explicit attention to how teaching global issues is embedded in the colonial matrix of power (Mignolo, 2018). It reports on findings from a study with secondary and upper secondary school teachers in England, Finland, and Sweden who participated in workshops drawing on the HEADSUP (Andreotti, 2012) tool which specifies seven repeated and intersecting historical patterns of oppression often reproduced through global learning initiatives. Teachers reacted to and discussed the tool and considered how it might be applied in their practice. The paper reviews two of the key findings: a) the relationship between formal and nonformal global education and mediation of mainstream charity discourses, and b) emerging evidence of how national policy culture and context influence teachers’ perceptions in somewhat surprising ways.

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“…Blenkinsop et al, 2017;Matthews, 2011). Similarly, global learning initiatives including those supporting global citizenship seem to have largely taken soft approaches, stepping over complex and ethical issues, particularly those around power inequality and on-going colonial legacies (Andreotti, 2006;Shultz & Pillay, 2018). Consequently, scholarship indicates in many cases education about global issues has arguably served to perpetuate the reproduction of the global systems of power that have caused these problems in the first place (e.g.…”

Section: Introductionmentioning

confidence: 99%

Resourcing an Ethical Global Issues Pedagogy With Secondary Teachers in Northern Europe

Pashby

Costa

Sund

et al. 2020

Advances in Educational Technologies and Instructional Design

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In this chapter, the authors report on a participatory research project with secondary school teachers in England, Finland, and Sweden that aimed to explore the possibilities for ethical global issues pedagogy in the classroom. The project had three integrated stages: 1) development and delivery of a workshop for teachers based on a synthesis of theoretical work in critical global citizenship education and environmental and sustainability education, and introducing Andreotti's (2012) HEADSUP tool; 2) classroom visits and reflective interviews with teachers where the workshop material was applied and adapted; and 3) drafting, reviewing, piloting, and publishing online a resource to support teacher practice. Findings show teachers are inspired and committed to engaging with deep ethical pedagogical approaches to global issues. However, in order to be able to take up critical approaches in the classroom, teachers require resources and spaces where they can engage with theory and research, reflect, experiment, and exchange information with other teachers.

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Global Citizenship, Common Wealth and Uncommon Citizenships

Cited by 5 publications

References 0 publications

Teacher Education for Sustainable Development and Global Citizenship

Teacher Education for Sustainable Development and Global Citizenship

Decolonial options and foreclosures for global citizenship education and education for sustainable development

Resourcing an Ethical Global Issues Pedagogy With Secondary Teachers in Northern Europe

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