Global Citizenship Education

Abstract

UNESCO: United Nations Educational, Scientific and Cultural Organization's “global citizenship education” model provides the background for the Universidad de Monterrey intercultural competence initiative. Acting on Nelson Mandela's advice that “Education is the most powerful weapon which you can use to change the world,” this cocurricular approach documented positive learning outcomes for UDEM's students.

Global citizenship education (GCE) in internationalisation: COIL as alternative Thirdspace

“…'Positive' views of GCE can be found with 'naïve' ideals associated with cosmopolitanism [6] and intercultural [5] experiences (e.g. Cantón and Garcia 2018;Dreamson 2018) while others see GCE as being 'negative' for promoting coloniality [8] and neoliberal [3] views of education (e.g. Cho and Mosselson 2018;Grimwood 2018;Pashby and Sund 2020;Woods and Kong 2020).…”

“…Cho and Mosselson 2018;Grimwood 2018;Khoo 2011;Pais and Costa 2020); (b) need for promoting teacher agency and teacher education, so that GCE practices can overcome knowledge transmission, and reach their full potential for transformation of contexts, by encouraging critical democratic discourse, reinterpretation of citizenship/education (as an integral part of classroom experience) and an ontological perspective, so that students can be more committed to global, national and local issues (e.g. Aydin and Cinkaya 2018;Cantón and Garcia 2018;Ghosn-Chelala 2020;Goren and Yemini 2017b;Howard et al 2018).…”

“…The concept of GCE may be traced back to the 1980s (Cantón and Garcia 2018), when the United Nations (UN) Commission on Environment and Development defined 'sustainable development' as meeting present needs without compromising resources for future generations, considering aspects such as economic growth, social inclusion, governance and environmental sustainability. In the 2015 UN summit, seventeen sustainable development goals (SDGs) were put forward with 169 targets, which were then included in the 2030 agenda for sustainable development.…”

“…Due to its 'global' character, GCE is a subject of research in many parts of the world, such as in: the United States (Landorf and Doscher 2013;Landorf, Doscher, and Hardrick 2018); the United Kingdom (Steils et al 2015;Wimpenny et al 2012), Brazil (Ruano, Galeffi, and Ponczek 2014); New Zealand (Grimwood 2018); Ghana (Howard et al 2018); Lebanon (Ghosn-Chelala 2020); China (Woods and Kong 2020); South Korea (Cho and Mosselson 2018); Poland (Leek 2016); Jordan (Jarrar 2012) Spain (Ortega, Cordón-Pedregosa, and Sianes 2013); Israel Yemini 2017a, 2017b); and Mexico (Cantón and Garcia 2018). Pais and Costa (2020, 1) identified two conflicting discourses around GCE: one related to critical democracy and the relevance of 'ethical values, social responsibility and active citizenry' and the other related to neoliberal discourse that privileges a 'market-rationale, focused on self-investment and enhance profits'.…”

Beyond “Feeling Blessed”: Using International Documentary Film to Foster Global Awareness in an Online College Course

“…To gain a sense of belonging across the boundaries of the local, national, and global society, UNESCO calls for three educational dimensions: cognitive, socioemotional, and behavioral. First, learners acquire knowledge about local, national, and global issues, cultures, and policies; then they critically consider how these issues, cultures, and policies are connected (UNESCO, 2015;Bosio & Torres, 2019;Cantón, & Garcia, 2018). Second, learners develop a sense of solidarity and common humanity through empathy and a respect for cultural and personal differences (UNESCO, 2015;Bosio & Torres, 2019).…”