Global citizenship education in conflict-affected settings: Implications of teachers’ views and contextual challenges for the Lebanese case

Ghosn-Chelala, Maria

doi:10.1016/j.tate.2020.103078

Cited by 21 publications

(4 citation statements)

References 26 publications

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“…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).…”

Section: Resultsmentioning

confidence: 99%

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

Guimarães

Finardi

2021

Globalisation, Societies and Education

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In the current scenario of dispersed knowledge authorities and uncertainty brought by the Covid-19 pandemic, a critical reflection on the nationalist and anti-global climate is necessary to support the promotion of alternative ways of Global Citizenship Education (GCE). This paper addresses some of the criticism raised at the concept of GCE to discuss Collaborative Online International Learning (COIL) as an alternative Thirdspace for promoting intercultural encounters in the internationalisation of higher education, in order to cope with local, national and global tensions in this process, with a 'glonacal' view that accounts for the role of individuals, local/national governments and higher education in it.

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Section: Resultsmentioning

confidence: 99%

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

Guimarães

Finardi

2021

Globalisation, Societies and Education

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“…This objective is also present, to a large extent, in the themes related to language teaching, in which the heritage and promotion of culture, as well as the achievement of adequate learning of this basic tool for education, are evident. This diversity of perspectives gives rise to this notion of interdisciplinarity in an open-ended manner and is also linked with the integration of Global Citizenship Education, considered as a possible driver towards achieving the United Nations Sustainable Development Goals 2015–2030 (Ghosn-Chelala, 2020).…”

Section: Reflection Of the Infusion Of The 4th And 5th Sdgs In The Undergraduate Dissertationmentioning

confidence: 99%

The undergraduate dissertation as a reflection of education for sustainability and professional identity: the faculty of education of Bilbao

Mondragón

Saez

Alcaraz

2021

IJSHE

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Purpose The undergraduate dissertation (UD) can be considered to be a reflection of the influence of the sustainable developmental goals (SDG) and the professional identity of the students. The purpose of this paper is to analyse the extent to which the topics of the UD reflect the SDG, considering, moreover, that they may be related to the professional identity developed by the students throughout the degree. Design/methodology/approach This work researches the topic of 308 UDs graded as “Excellent” in the Faculty of Education of Bilbao (FEB), using a lexical analysis method. Findings The results show two main branches: one associated with Childhood and Social Education Degrees (related to gender equality and socio-educational transformation); and another linked to the Primary Education Degree (language learning, innovation and new technologies). These analyses show the influence of the 5th (40.8%) and 4th (38.4%) SDGs in the topics chosen for the UDs. Research limitations/implications The findings provide valuable insights into the current state of Education for Sustainable Development in the Faculty, but should be complemented with an analysis of the topics of all the UDs, to have a more real vision of the situation. Originality/value This study analyses, for the first time, the topics of the UDs from the perspective of sustainability, taking into account the dissertations that reach a standard of excellence in the FEB. These results provide relevant information that can be very helpful to detect the specific needs for the design and implementation of an awareness-raising action that will lead to working on sustainability in a transversal way in the education degrees of the FEB.

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“…La formación o educación ciudadana es un campo de estudio que se desarrolla principalmente desde la pedagogía, al que contribuyen disciplinas como la ciencia política, el derecho, la psicología y la sociología, cuyos objetivos se han ampliado considerablemente en las últimas décadas (Ghosn-Chelala, 2020;Chiba et al, 2021;Jara et al, 2021;Ruiz y Herrera, 2021). Esta investigación recupera elementos interdisciplinarios para profundizar en un problema con implicaciones políticas, que consiste en cómo procurar en los adolescentes un conjunto de actitudes, opiniones y conocimientos que promuevan comportamientos ciudadanos activos, participativos e informados en el marco de la democracia.…”

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The development of citizenship in adolescents: The struggle between the influence of the Family, the peer group and the public school

Ramírez Montes

2024

Reg Cient

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The purpose of this research was to show that the differences in the social context in which adolescents live and study, as well as the people with whom they interact, exert different types of influence on their thinking, among other things, about the importance of citizenship, their stance on reporting a crime or abuse, and the reasons for voting for a political party or candidate. To collect the data, a questionnaire of "citizen opinions and attitudes" was designed with multiple-choice answers with a Likert-type scale, which inquires about some topics that arise from the concept of citizenship and are developed during the secondary level of public education in Mexico. A sample of 323 adolescents attending the three secondary school grades at the end of the 2021-2022 school year was studied. The case studies consisted of two public schools of the general modality, which had different academic grades and levels of marginalization. The results showed that the characteristics of the social context and the socializing agents with whom the students lived encouraged ways of thinking that were opposed to the citizenship competencies sought by the educational institution.

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Global citizenship education in conflict-affected settings: Implications of teachers’ views and contextual challenges for the Lebanese case

Cited by 21 publications

References 26 publications

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

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

The undergraduate dissertation as a reflection of education for sustainability and professional identity: the faculty of education of Bilbao

The development of citizenship in adolescents: The struggle between the influence of the Family, the peer group and the public school

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