Towards an Ethical Global Citizenship Education Curriculum Framework in the Modern University

Bosio, Emiliano

doi:10.5040/9781350108769.0025

Cited by 30 publications

(11 citation statements)

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“…Well before the pandemic, efforts were underway to reimagine internationalization of higher education toward GCE (Bosio, 2017 ; Bosio & Torres, 2019 ; Bosio, 2020 ). Scholars called for a profound epistemological shift to unshackle global citizenship education from the dominant neoliberal political and economic practices that reproduce social inequalities through privileging the elite in a global education marketplace.…”

Section: Higher Education Internationalization and Gce For Preservice...mentioning

confidence: 99%

Postpandemic futures of Global Citizenship Education for preservice teachers: Challenges and possibilities

Witt

2022

Prospects

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Rather than returning to prepandemic normal, initial teacher education (ITE) must reexamine strategies to instill global citizenship education (GCE) skills in all preservice teachers. This article considers the impact of higher education’s neoliberal internationalization context on efforts to provide GCE to preservice teachers in university-based teacher education. Examining study abroad, one prominent example of GCE in ITE, reveals how higher education’s neoliberal internationalization practice limits potential transformation. This article asserts that ITE should follow school and community partnership models based on education theories that value diversity and social justice. Theories of boundary crossing offer one approach for reimagining study abroad for GCE in ITE and may have implications for other efforts at GCE for preservice teachers. In this moment, ITE must radically reimagine GCE in response to the generation of students and teachers who know they live in a deeply connected, unjust world.

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Section: Higher Education Internationalization and Gce For Preservice...mentioning

confidence: 99%

Postpandemic futures of Global Citizenship Education for preservice teachers: Challenges and possibilities

Witt

2022

Prospects

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“…• Respect: a view of life that respects the sanctity of life and acknowledges the dignity of every human being • Sense of mission: striving to realize a mission for the betterment of society, whatever it might be, by living with great compassion • Protection: a pledge to protect humanity and live in ways that fulfil this vow • Greater self: in this case, to live altruistically and to serve others, while establishing a "greater self" • A multifaceted self: easily relate to others, along with the will to gain experience and learn throughout their lives, while providing the optimum solution to whatever situation might arise. (See also Bosio, 2020) These principles can be incorporated within formal, non-formal, and informal education settings across a variety of different subjects and disciplines, and they potentially intersect with the identity progression dimension of ethical GCE discussed next.…”

Section: Dimension 1: Values-creationmentioning

confidence: 99%

Ethical global citizenship education: From neoliberalism to a values-based pedagogy

Bosio

Schattle

2021

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This article proposes an ethical global citizenship education (GCE) framework by offering the following five dimensions: values-creation, identity progression, collective involvement, glocal disposition, and an intergenerational mindset. Ethical GCE draws on a multiplicity of critical literatures to identify characteristics of each of these dimensions. It goes beyond neoliberal/market-driven principles toward ethical perspectives promoting social responsibility, justice, human rights, and glocal sustainability. With further theoretical development and strategies toward implementation, the framework has the potential to be deployed in future research and evaluation of the complex teaching and learning processes involved in GCE, particularly in a values-based perspective.

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“…• Um eu multifacetado: relacionar-se facilmente com os outros, juntamente com a vontade de ganhar experiência e aprender ao longo da vida, ao mesmo tempo em que oferece a solução ideal para qualquer situação que possa surgir. (Veja também Bosio, 2020). Esses princípios podem ser incorporados em ambientes de educação formal, não formal e informal, em uma gama de diferentes assuntos e disciplinas; eles potencialmente se cruzam com a dimensão de progressão de identidade da ECG ética, como discutiremos a seguir.…”

Section: Dimensão 1: Criação De Valoresunclassified

Educação para a cidadania global ética: do neoliberalismo a uma pedagogia baseada em valores

Bosio

Schattle

2021

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Este artigo propõe uma estrutura de educação para a cidadania global (ECG) ética, apresentando as cinco dimensões seguintes: criação de valores, progressão da identidade, envolvimento coletivo, disposição glocal e mentalidade intergeracional. A ECG ética fundamenta-se em uma multiplicidade de obras críticas para identificar características de cada uma dessas dimensões. Vai além dos princípios neoliberais/orientados ao mercado, em direção a perspectivas éticas que promovem a responsabilidade social, a justiça, os direitos humanos e a sustentabilidade glocal. Com maior desenvolvimento teórico e estratégias para implementação, a estrutura tem o potencial de ser estendida em futuras pesquisas e na avaliação dos complexos processos de ensino e aprendizagem envolvidos na ECG, especialmente sob uma perspectiva baseada em valores.

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Towards an Ethical Global Citizenship Education Curriculum Framework in the Modern University

Cited by 30 publications

References 0 publications

Postpandemic futures of Global Citizenship Education for preservice teachers: Challenges and possibilities

Postpandemic futures of Global Citizenship Education for preservice teachers: Challenges and possibilities

Ethical global citizenship education: From neoliberalism to a values-based pedagogy

Educação para a cidadania global ética: do neoliberalismo a uma pedagogia baseada em valores

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