Value-creating global citizenship education: Engaging Gandhi, Makiguchi, and Ikeda as Examples

Chhikara, Alankrita

doi:10.1080/14675986.2019.1535827

Cited by 6 publications

(8 citation statements)

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“…The inclusive, universal and emancipated values extracted by Mesa et al (2013) from 1325 pacifist women's life-stories are also transferred to Transgressive Communication of Social Change as cultural efficacy communication criteria: International research has proved that many different lines of thought are reaching very similar proposals and criteria for critical, value-based learning. This can be seen in Sharma (2018), who analyses non-western proposals and draws similar conclusions to those set out by recent research on social movements communication (Castells 2012;Moliner-Miravet, Francisco-Amat and Olave-García 2014;Espinar and Seguí 2016).…”

Section: Introduction: Hacking 'Communication Towards Equality'supporting

confidence: 76%

Learning with ‘Generation Like’ about Digital Global Citizenship: A Case Study from Spain

Aldás¹

2020

The Bloomsbury Handbook of Global Education and Learning

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IntroductionThis chapter focuses on the practices and challenges faced by higher education in order to engage 'Generation Like' (Frontline 2014), the generations who have grown up with social media, in learning to be critical, cosmopolitan, and global political subjects. We present here a specific case study based on the experience at the Universitat Jaume I of Castellón (UJI), Spain, in the undergraduate degree course in Advertising and Public Relations at the Department of Communication Sciences, Faculty of Humanities and Social Sciences, in the subject of 'Communication towards Equality' (one term, 4 th year).

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Section: Introduction: Hacking 'Communication Towards Equality'supporting

confidence: 76%

Learning with ‘Generation Like’ about Digital Global Citizenship: A Case Study from Spain

Aldás¹

2020

The Bloomsbury Handbook of Global Education and Learning

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“…A sense of intercultural realities and a sense of universal thoughts on humanity by understanding different cultures can create values for intercultural realities (Sharma, 2018;2020). Acknowledging the previously acquired skills of immigrants also gives a sense of recognizing the different cultural backgrounds, functions, and educational cultures of the particular community where they have obtained their skills and competencies.…”

Section: Discussionmentioning

confidence: 99%

Enhancing Community Sustainability in the North Through Valorization of Competencies

Yeasmin,

Uusiautti,

Ferdous

2023

Migrat. Lett.

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Recently governmental policies of Finland are to attract international students and scholars into Finnish higher education institutes (HEIs). And a retention policy has been adopted by the government program titled talent boost program (Talent Boost, n/a). Although refugees and third-country nationals who have arrived and have been living in Finland are the most vulnerable group facing challenges in creating values of their previously acquired qualifications. Getting access to particular jobs based on their educational background is difficult for refugees, students, or international students. Our research explores how to enhance community sustainability in a sparsely inhabited diverse society through the valorization of competencies of newcomers in the community. This study argues that encompassing new members from different cultures, making the communities of the mainstream society familiar with diversities, and recognizing diverse needs to build trust and reciprocity between majorities and minorities need equal recognition of diversity and showing respect for diverse perspectives of all citizens despite their socio-cultural, economic, and political backgrounds. Multiple needs of multiple groups of people in a community are vitally important for sustaining the societal construct and building trust among locals and immigrants. In this study, we explore the skill valorization of international students and scholars, why and how it is a sign to valorize the competencies of international students, and how this valorization of diverse skills is interconnected to the “community stability” of the North.

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“…When we praise persons for their "strength of character", we are really acknowledging their superior ability to create value.' Value-creating global citizenship education is an outcome of such studies on value-creating education, and education for global citizenship as Target 4.7 of the UN Education 2030 Agenda (Sharma, 2018(Sharma, , 2020. It urges that a belief in the human capacity and resilience to transform challenges and create value needs to be central to the accomplishment of the SDGs and beyond.…”

Section: Value-creating Global Citizenship Education As a Pedagogical...mentioning

confidence: 99%

“…Broadly speaking, this theme advocates an approach to issues concerned with social justice, equality and equity through developing the value-creating capacity of the learner to contribute to individual benefit and social good in any situation. In drawing on discussions related to these two themes from previous studies (Sharma 2018(Sharma , 2020, this article engages with the topic of education for planetary citizenship.…”

Section: Value-creating Global Citizenship Education As a Pedagogical...mentioning

confidence: 99%

“…Overall, the attempt must be to facilitate discussions through classroom pedagogies that challenge utilitarian ways of treating the environment, while also engaging with diverse perspectives on Nature and all life from the lens of Indigenous world views that generate the socio-emotional disposition of reverence for life, such as the philosophy of dependent origination (pratitya-samutpada in Sanskrit), which is central to the Soka paradigm -the view that 'all beings and phenomena exist or occur in relation to other beings or phenomena. Everything is linked to an intricate web of causation and connection -and nothingwhether in the realm of human affairs or of natural phenomena -can exist or occur solely of its own accord' (Ikeda, 1991: 4; see Sharma, 2018Sharma, , 2020.…”

Section: Education For Planetary Citizenship: Strategies and Approachesmentioning

confidence: 99%

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Integrating planetary citizenship as a cross-curricular theme and a whole-school approach: using a value-creating approach to learning

Sharma

2023

Int. J. Dev. Educ. Global Learn.

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This article reflects on the double planetary crises of climate impacts and Covid-19 from a study of certain Indigenous perspectives. An early review of the impact of these crises suggests the importance of resilience at the national and regional level to combat these challenges. Value-creating global citizenship education is a pedagogical approach developed from a study of certain Indigenous perspectives to enhance the United Nations 2030 Agenda for Sustainable Development, and beyond. The key focus of this approach is to build resilience and hope through engaged relationships between learners and their natural, social and educational environments. Using this approach, education for planetary citizenship is proposed as a cross-curricular theme, and a whole-school orientation for education across nation states, within formal and non-formal settings. Under this banner, the study of human relationship to Nature and its exploitation, risks such as climate change crisis, threats from global pandemics and lessons from Green Schools and Eco-Schools are suggested as focal points of study. In discussing these issues, this article enacts a dialogic engagement with multiple world views that brings into focus different ways of thinking about ourselves, society and Nature, such as reflected in the Earth Charter, which can enhance the intercultural dimension of education.

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Value-creating global citizenship education: Engaging Gandhi, Makiguchi, and Ikeda as Examples

Cited by 6 publications

References 0 publications

Learning with ‘Generation Like’ about Digital Global Citizenship: A Case Study from Spain

Learning with ‘Generation Like’ about Digital Global Citizenship: A Case Study from Spain

Enhancing Community Sustainability in the North Through Valorization of Competencies

Integrating planetary citizenship as a cross-curricular theme and a whole-school approach: using a value-creating approach to learning

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