Towards a pedagogical framework for global citizenship education

Abstract

Amidst growing recognition of the importance of the learning process within global citizenship education, this paper develops a pedagogical framework including dimensions of critical thinking, dialogue, reflection, and responsible being/action. It draws on a variety of critical literatures to identify characteristics of each of these dimensions. The second part of this paper begins to demonstrate how this framework might be used as an analytical approach in research and evaluation. It draws on observational examples from doctoral research in one English secondary school to identify aspects of critical thinking, dialogue, and reflection in practice, the strategies teachers use to foster these, and the challenges they may face. With development, the framework has potential for application in future research and evaluation into the complex teaching and learning processes involved in global citizenship education.

International Mindedness: A Revised Conceptual Framework

“…This leads to the role of agency in the revised framework. While Blackmore’s (2016) pedagogical framework of global citizenship includes elements of agency through its focus on the aspect of responsible being/action, a further discussion of this concept may be needed to better understand why it is included in the revised framework presented in the current paper. Reeve and Tseng (2011) argue for the inclusion of agency when examining students’ engagement.…”

“…Another example of a framework related to international mindedness is presented by Blackmore (2016). This recent pedagogical framework, based on critical review of literature, was developed for researching and evaluating global citizenship education in the teaching and learning process.…”

Characteristics of a Global Learning School

“…Various research notes the importance of appropriate pedagogic approaches to support global learning (Simpson, 2018;Bourn, 2014b;Bourn, 2014d;Miller et al, 2012;Bourn et al, 2016;Blackmore, 2016;Yates, 2018), but what this means in practice varies. For example, Bourn provides a number of accounts on the importance of pedagogy (e.g.…”

What are the critical dimensions in Ghana's senior high school social studies curriculum? Under the lens of a critical global citizenship education framework

“…A close review of the recommended qualities of a follower in Figure 1 reveals that these qualities do not fall within qualities that promote critical followership. As discussed by Blackmore (2016), any teaching and learning experience founded on critical pedagogy should develop competencies, and readiness to engage and dialogue with the 'other' over difference. This is discussed in the second dimension (dialogue) of the critical GCE framework developed by Blackmore (2016).…”