Rethinking the sacred truths of global citizenship education: A theoretical exploration

Yemini, Miri

doi:10.1007/s11125-021-09587-1

Cited by 4 publications

(1 citation statement)

References 29 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Global education is supposed to open people's eyes and minds to the realities of the world, to awaken them to bring about a world of greater justice, equity and human rights for all (Jasikowska and Witkowski, 2012), to respond to the process of globalisation, to link the global and the local (Svitačová and Mravcová, 2014) and to foster knowledge and skills important for understanding and responsible behaviour in today's multicultural world (MZV ČR, 2019). Alongside the transformative potential, global education is, however, also associated with potential limitations (Andreotti, 2015;Yemini, 2021). Without critical reflection on global education processes and methodologies, global education can reproduce inequalities, hierarchies and prejudices embedded within existing neoliberal structures and thinking (Jefferess, 2012).…”

Section: Global Educationmentioning

confidence: 99%

Reflexivity of participants of Football for Development project: experiential learning as delivery methodology of global education

Dušková,

Šafaříková,

van der Klashorst

et al. 2024

International Journal of Development Education and Global Learning

View full text Add to dashboard Cite

The power of sport to affect social change is widely acknowledged. However, little empirical research has explored the use of sport in engaging young people in global education. This article fills the gap by exploring the role of sport using experiential learning tools as delivery methodology for global education in the context of Central Europe (Czechia). The study focuses on the experiential learning process of the study participants, a mixed intercultural team of Czech and Kenyan youth ambassadors participating in a Football for Development project with the aim of engendering cultural understanding, respecting diversity as positive and valuing differences as beneficial to society. The study benefited from a newly developed non-conventional data collection tool enhancing the research methodology and allowing for the facilitation of the participants’ ability to discover and process the experience-related learning through reflexivity. By showing the changes in knowledge, skills, values and attitudes, our findings indicate how the sport for development programme contributes to creating a semi-conscious learning environment for global education.

show abstract