Neoliberal practices amidst social justice orientations: global citizenship education in South Korea

Cho, Hye Seung; Mosselson, Jacqueline

doi:10.1080/03057925.2017.1364154

Cited by 50 publications

(34 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Moreover, the advocacy-oriented theorisation of GCE is validated in several empirical studies. Findings in some negative cases, including South Korea (Cho and Mosselson 2018), Japan (Hammond and Keating 2018) and Ghana (Howard et al 2018), suggest that to achieve the designed GCE outcomes, social justice and equity cannot be avoided as otherwise, reverse outcomes of reinforced neoliberalism and post-colonialism will be caused.…”

Section: Introductionmentioning

confidence: 99%

Do the conditions in Chinese secondary school education imply a need for global citizenship education? An exploration of six secondary schools in Jiangsu

Hong

2020

Asia Pacific Educ. Rev.

View full text Add to dashboard Cite

Global citizenship education (GCE), an educational advocacy for students to attain the competencies of being aware of and actively engaged in defending social justice, equity and sustainable development at both local and global levels, is difficult to achieve in practice. The failure can be attributed to inadequate knowledge of different effects of GCE when it is used to meet specific needs of local schools. Identifying local schools' needs for GCE may help educators put GCE to good use. However, few studies explore and justify the role of a local insight in assisting in GCE implementation, especially regarding the situation in China where inconsistencies are found across curriculum documents, research and educational practices. The present study fills the gap by investigating the schools' needs for GCE at secondary level within the Chinese education system. With the assistance of principals (n = 6) and teachers (n = 10) from six participating schools in an anonymous city in Jiangsu province, data were collected through semi-structured interviews and then analysed abductively using the grounded theory approach. Analysis was initially framed by employing criteria from a curriculum development method, namely situational analysis, based on which further analysis was conducted to synthesise more abstract themes. As a result, four general conditions emerged from the data, including three restrictive conditions that may prevent GCE integration (i.e. 'compliance and commitment', 'social mobility' and 'administrative constraints') and one condition that can encourage GCE implementation (i.e. 'competency-based education'). Since GCE is a complex idea linked to many possible applications, the four key conditions revealed from the small sample in the present study can enrich researchers' understanding of the potentiality of GCE implementation in similar moderately developed cities on the east coast of China.

show abstract

Section: Introductionmentioning

confidence: 99%

Do the conditions in Chinese secondary school education imply a need for global citizenship education? An exploration of six secondary schools in Jiangsu

Hong

2020

Asia Pacific Educ. Rev.

View full text Add to dashboard Cite

show abstract

“…El enfoque decolonial invita a problematizar el concepto en tanto puede estar favoreciendo una perspectiva de ciudadano principalmente eurocentrista, y a enfatizar en las particularidades socioculturales de cada contexto. Finalmente, el crítico/transformador pone el énfasis en la comprensión de las relaciones de poder y en la participación de los individuos para transformar las comunidades en búsqueda de la justicia social (ver una discusión más detallada sobre estos enfoques en Aguilar-Forero y Velásquez, 2018; Aktas et al, 2017;Hartung, 2017;Cho y Mosselson, 2017;Veugelers, 2011;Shultz, 2007).…”

Section: Revisión De La Literaturaunclassified

Educación para la Ciudadanía Mundial: Una Innovación Curricular en Ciencias Sociales

Aguilar-Forero

Torres

Velásquez

et al. 2019

RIEJS

View full text Add to dashboard Cite

Este estudio explora una innovación curricular en la clase de ciencias sociales de una escuela pública en Bogotá, Colombia, orientada a integrar algunos de los objetivos de la Educación para la Ciudadanía Mundial en los planes de estudio de los estudiantes de décimo grado. A través de un proyecto de investigación-acción se reformuló el plan de estudios del docente para enriquecerlo con una visión global de los temas tratados. Los resultados muestran cómo a través de estrategias lúdicas e innovadoras los estudiantes comprenden las diferencias entre distintos sistemas de gobierno y el sentido de la participación democrática. Asimismo, por medio de ejercicios comparativos, logran comprender la complejidad del conflicto armado en Colombia, en diálogo con los procesos de transición democrática acontecidos en otros países. Por último, gracias a ejercicios de investigación sobre movimientos sociales globales y al uso de portafolios, analizan las motivaciones y formas de acción de estos movimientos y se identifican empáticamente con la defensa de los derechos humanos. Con esta base, en este artículo se destacan lecciones aprendidas que pueden aportar a los maestros interesados en realizar innovaciones similares en sus aulas. Descriptores: Educación; Ciudadanía; Ciencias sociales; Investigación-acción; Innovaciones educativas. This study explores a curricular innovation in the social studies class of a public school in Bogota, Colombia, in order to integrate some of the Global Citizenship Education objectives in the curricula of tenth grade students. Through an action research project, we were able to reform the teacher's former plan of studies to enrich it with a global vision of the topics discussed. Results show how, through ludic and innovative strategies, students understand the differences among various government systems, and the sense of democratic participation. Likewise, through comparative exercises, they get to understand the complexity of armed conflict in Colombia, in dialogue with the processes of democratic transition that took place in other countries. Lastly, thanks to research activities about global social movements and to the use of portfolios, students analyze the motives and forms of action of those movements, and empathically identify themselves with the defense of human rights. Learned lessons for teachers interested in conducting similar innovations in their classrooms are highlighted.

show abstract

“…Civic Education, in fact, has a role in encouraging students to have a global perspective that is the ability to comprehend a problem from different points of view [7]. GCE encourages students to have a bond in the community of global citizens, a sense of responsibility, global competitiveness, and a willingness to integrate with social change [8]. However, the role of Civic Education in Indonesia has not been the utmost, which is indicated by two facts.…”

Section: Introductionmentioning

confidence: 99%

“…Civic Education in Japan has encouraged young citizens so that they are able to adapt to the rapid global changes [10], [11]. On the other hand, GCE in South Korea raises issues such as poverty and global equality [8] as an attempt to position the country as the "savior" for other countries in need.…”

Section: Introductionmentioning

confidence: 99%

Civic Education: Fostering Global Citizenship among Indonesian Students

Luthfi¹,

Muchtar²,

Bestari³

et al. 2020

Proceedings of the Proceedings of the 1st Conference of Visual Art, Design, and Social Humanities by Faculty of Art and Design,

View full text Add to dashboard Cite

This study aims to analyze the curriculum content of Civic Education in Indonesia and its ability to prepare students for global citizenship. Global issues such as global economy, international conflicts, interdependency, climate changes, and natural resource conflicts, create yet other issues which can be resolved at best with a satisfactory education system. Civic Education as a multidimensional education aims to foster global citizenship among Indonesian students through the topics included in the curriculum. Curriculum as part of education system contributed to prapare young citizens in future to face new chalnges. This study employed qualitative method with content analysis technique. All of topics that related with Global Citizenship topics collect and analyze with refereces. The curriculum of Civic Education in Indonesia contains five main topics: human rights, global governance, diversity, national security, and interdependency.. These contents of Civic Education promote students who have global knowledges, yet hold firm to the virtues of Indonesia.

show abstract

Neoliberal practices amidst social justice orientations: global citizenship education in South Korea

Cited by 50 publications

References 24 publications

Do the conditions in Chinese secondary school education imply a need for global citizenship education? An exploration of six secondary schools in Jiangsu

Do the conditions in Chinese secondary school education imply a need for global citizenship education? An exploration of six secondary schools in Jiangsu

Educación para la Ciudadanía Mundial: Una Innovación Curricular en Ciencias Sociales

Civic Education: Fostering Global Citizenship among Indonesian Students

Contact Info

Product

Resources

About