Global education in perspective: fostering a global dimension in an English secondary school

Marshall, Harriet

doi:10.1080/03057640701546672

Cited by 38 publications

(26 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This movement, like its European counterpart, owes much to the role of NGOs and individuals, and has evolved in a context in which open (national) governmental support has been only a relatively recent development. The movement for global-citizenship education, as mapped and defined by Hicks (2003) and Marshall (2005Marshall ( , 2007b, has suffered a similarly marginal status in educational policy, discourse, and practice over the past 35 years in the UK.…”

Section: Calls For Post-national Citizenship Educationmentioning

confidence: 99%

Educating the European citizen in the global age: engaging with the post‐national and identifying a research agenda

Marshall

2009

Journal of Curriculum Studies

Self Cite

View full text Add to dashboard Cite

Section: Calls For Post-national Citizenship Educationmentioning

confidence: 99%

Educating the European citizen in the global age: engaging with the post‐national and identifying a research agenda

Marshall

2009

Journal of Curriculum Studies

Self Cite

View full text Add to dashboard Cite

“…Consequently, as identified by Marshall (2005Marshall ( , 2007, both GC and GCE are used ambiguously and understood differently both within and across contexts. The resulting confusion is not merely a problem of semantics: as Byers (2005) notes, the term global is used to invoke ideas ranging from '[people who are] well-rounded [and] adaptable' to G. W. Bush's 'civilizing mission' in the 'Global War on Terrorism'.…”

Section: Introductionmentioning

confidence: 96%

Global Citizenship: A Typology for Distinguishing its Multiple Conceptions

Oxley

Morris

2013

British Journal of Educational Studies

345

213

View full text Add to dashboard Cite

The promotion of 'Global Citizenship' (GC) has emerged as a goal of schooling in many countries, symbolising a shift away from national towards more global conceptions of citizenship. It currently incorporates a proliferation of approaches and terminologies, mirroring both the diverse conceptions of its nature and the socio-politico contexts within which it is appropriated. This paper seeks to clarify this ambiguity by constructing a typology to identify and distinguish the diverse conceptions of GC. The typology is based on two general forms of GC: cosmopolitan based and advocacy based. The former incorporates four distinct conceptions of GC -namely, the political, moral, economic and cultural; the latter incorporates four other conceptions -namely, the social, critical, environmental and spiritual. Subsequently, we briefly illustrate how the typology can be used to evaluate the critical features of a curriculum plan designed to promote GC in England. The typology provides a novel and powerful means to analyse the key features of the very diverse range of educational policies and programmes that promote GC.

show abstract

“…Böylesi bir eğitim anlayışı küresel eğitim yaklaşımının bireye kazandırmak istediği beceri ve değerlerin yanında bireyin küresel sistemler, sosyal adalet, bakış açısı, kültür, farklı kültür ve çeşitlilik gibi kavramları da bilmesini gerektirmektedir (Kirkwood, 2001;Marshall, 2007;Merryfield ve Kasai, 2004;Tye, 1999;Ukpokodu, 1999). Böylece, küresel bilgi, beceri ve değerleri kazanan öğrenciler giderek daha fazla bağlantılı ve bağımlı hale gelen dünyaya hazırlanabileceklerdir.…”

Section: Introductionunclassified

Sosyal Bilgiler Öğretmenlerinin Küresel Sistem, Küresel Eğitim ve Çeşitlilik Kavramlarına İlişkin Algısı

Öztürk¹,

Günel²

2015

İlköğretim Online

View full text Add to dashboard Cite

ÖZ. Bu araştırmanın amacı, Sosyal Bilgiler öğretmenlerinin küresel sistemler, küresel eğitim ve çeşitlilik gibi küreselleşmenin eğitime kazandırdığı yeni yaklaşım ve kavramlara ilişkin algısını ortaya çıkarmaktır. Nitel araştırma yöntemlerinden olgubilim yöntemiyle yapılan bu çalışmada, maksimum çeşitleme örnekleme tekniğine uygun olarak belirlenen Türkiye'de üç farklı devlet okulunda halen görev yapmakta olan dört farklı Sosyal Bilgiler öğretmeni ile çalışılmıştır. Katılımcılarla yarı-yapılandırılmış bireysel görüşmeler yapılmıştır. Araştırmanın verileri tümevarımsal analiz yoluyla analiz edilmiştir. Araştırma sonucunda, katılımcıların küresel sistemler, küresel eğitim ve çeşitlilik kavramlarını belirgin şekilde tanımlayamadıkları belirlenmiştir. Ayrıca Sosyal Bilgiler öğretmenlerinin küresel sistemler ve küreselleşme kavramlarının farklı kültürler, dinler, ırklar ve etnik gruplar arasındaki sosyal, politik ve ekonomik çatışmalarla ilgili olduğunu düşündükleri tespit edilmiş; bu nedenle de küresel eğitim hakkında bilgiden ziyade kişisel görüşlerine dayalı olumsuz bir algıya sahip oldukları bulunmuştur. Anahtar Kelimeler. Sosyal Bilgiler, Küresel Sistemler, Küresel Eğitim, Çeşitlilik ABSTRACT. This study aims to explore Social Studies teachers' perceptions of new approaches and concepts, which are introduced to field of education through globalization such as global systems, global education, and diversity. In this study phenomenology was used as a method to discover social studies teachers' perceptions of such concepts. Within the purposeful sampling the researchers used maximum variation sampling method in order to select participants. The participants were four social studies teachers who are currently employed in three different public schools in Turkey. Semi-structured individual interviews were conducted with the participants. Inductive data analysis method was used to analyze the data of this study. The study shows that social studies teachers had shallow and unclear perspectives on global systems, global education, and diversity. The teachers also pointed out that global systems and globalization were about social, political, and economic conflicts among different cultures, religions, races, and ethnic groups. Therefore, participants' negative view of global education was based on personal beliefs rather than knowledge. Keywords. Social Studies, Global Systems, Global Education, Diversity SUMMARY Purpose and Significance: The main purpose of global education is to promote crucial knowledge, skills, and attitudes for students in order to successfully co-exist in the global world in which political, social, and economical borders are rapidly diminished and different nations, states, and cultures are able to communicate with each other faster and easier than ever. Another purpose of global education is to provide students with both local and universal values, which would help them to make informed and effective decisions as citizens of the world. Since one of the purposes of social studies is also to help s...

show abstract

Global education in perspective: fostering a global dimension in an English secondary school

Cited by 38 publications

References 14 publications

Educating the European citizen in the global age: engaging with the post‐national and identifying a research agenda

Educating the European citizen in the global age: engaging with the post‐national and identifying a research agenda

Global Citizenship: A Typology for Distinguishing its Multiple Conceptions

Sosyal Bilgiler Öğretmenlerinin Küresel Sistem, Küresel Eğitim ve Çeşitlilik Kavramlarına İlişkin Algısı

Contact Info

Product

Resources

About