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Citizenship Education in Global Context  [cached]
Graham Pike
Brock Education : a Journal of Educational Research and Practice , 2010,
Abstract: Citing the need to choose a broader vision than that provided by the plethora of citizenship education models currently in circulation, Pike challenges the fundament of GCE with a view to exposing some tensions and difficulties inherent in its implementation within schools. Following an exploration of six such tensions and difficulties, many of which are central to GCE, Pike suggests possible dimensions of an ethos of global citizenship – a set of moral principles and codes of conduct – that is global in scope all the while recognizing that citizenship will continue, for the foreseeable future, to be national in practice.
Review: ICCS International Civics and Citizenship Study
Anu Toots
Journal of Social Science Education , 2010,
Abstract: In November 2010 the largest international study ever conducted on civic education in secondary schools has been released in Brussels. The study was performed under the auspices of the International Association for the Evaluation of Educational Achievement (IEA), an independent consortium that brings together educational researchers and policy makers in 62 countries around the world. The IEA is probably more widely known in connection of large-scale comparative studies on educational assessment in math and science (TIMSS) and in reading (PIRLS). Yet, the association has longstanding and impressive expertise also in civic education. The first study in this area has been carried out already in 1971 (Torney et al., 1975), the second – so called CIVED in 1999 (Torney-Purta et al., 2001) and now, ten years later, 38 counties around the world participated in the third study – the IEA International Civic and Citizenship Education Study (ICCS). The study tested in 2008–2009 over 140,000 lower secondary students, over 62,000 teachers and headmasters from 5,300 schools in order to analyse how young people are prepared to undertake their roles as citizens.
Education for global Citizenship  [PDF]
Philip Guin
Analytic Teaching and Philosophical Praxis , 1996,
Abstract: There is plenty of enthusiasm for the idea of global citizenship. There is in fact ample support for education to promote global citizenship, judging by large sections of school supply catalogs, their programs, films and books proudly and handsomely displayed. Columbia Teachers College has a program, as does MontclairState University, and our doctoral program at Iberoamericana includes a course entitled Education for Global Citizenship. All the more reason why the words of detractors seem so stark and peevish - especially those of many conservative political opponents who shower disdain on globalisms of any sort, for example, on the 1995World Summit for Social Development in Copenhagen. There are, of course, reasoned opponents of global citizenship, or rather, those who question its feasibility, and a brief review of philosophical and educational critiques will help expose crucial problems in sustaining global education.
The Impossibility of Global Citizenship  [cached]
Patricia Burke Wood
Brock Education : a Journal of Educational Research and Practice , 2010,
Abstract: In this essay, I dispute the possibility of global citizenship, presently receiving support in activist circles (academic and otherwise) and educational communities. I attempt to dispel the celebratory conceptualization of citizenship as a status benevolently awarded by the state, and the state as a reasonable and moral partner in the exchange. Global citizenship is challenged on two fronts: as an impractical (and undesirable) scale of government, and through a critical exploration of the production of citizenship as a technology of governance by the state whose language of equality not only serves to include and empower, but also to exclude and justify such exclusion. Nonetheless, in support of those organizing to counter the negative effects of neoliberal globalization, I conclude that non-scalar thinking about governance, and a broader understanding of being political than is commonly captured by citizenship, offer strategic possibility for civil society.
Supporting the Growth of Global Citizenship Educators  [cached]
Marianne Larsen,Lisa Faden
Brock Education : a Journal of Educational Research and Practice , 2008,
Abstract: This paper presents the results of a study, which was a part of a broader project to develop and pilot test a global citizenship education (GCE) teaching kit. This study involved examining a group of typical teachers’ perceptions, attitudes and beliefs about becoming global citizen educators. The study posed the question, “Can providing teachers with global citizenship education resources and supporting them in the implementation of these resources improve their capacity to be effective global educators?” We can infer from our study that there is mainstream appeal amongst social studies teachers for GCE. However, there are a number of limitations and barriers that prevent even those committed to global citizenship education from implementing GCE in their classrooms. Therefore, we argue that it is critically important to provide teachers with sustainable supports such as curriculum aligned teaching materials and professional development opportunities to become global citizenship educators.
Demands on and of Citizenship and Schooling:“Belonging” and “Diversity” in the Global Imperative  [cached]
Karen Pashby
Brock Education : a Journal of Educational Research and Practice , 2008,
Abstract: Educational theory and practice are contending with a sense that it is imperative to take-up “the global” in schools so as to promote a sense of global responsibility and global consciousness. A review of contemporary academic literature reveals particular tensions marking the mutually reinforcing relationships between citizenship, diversity, and schooling. A main theme of this paper is the increasingly complex notion of “belonging” integral to democratic citizenship and the related questions of inclusion and exclusion inherent to citizenship and schooling. By demonstrating that, despite particular paradoxes, citizenship continues to be called on as an ideal through which to push for social justice on local and global levels, the paper contends that a great deal is demanded of citizenship and citizenship education. This paper argues for a new, flexible theory of citizenship that interrogates the assumptions on which a “neutral” notion of citizenship is based. In examining what is demanded of citizenship, the paper looks at what demands must be made of a notion of citizenship. The paper ends with a strong consideration of global citizenship education as an educational response to the global imperative.
Citizenship, Space and Democracy: Political Changes in the Context of Globalization  [PDF]
Gabriel Pérez Pérez
Open Journal of Political Science (OJPS) , 2017, DOI: 10.4236/ojps.2017.71003
Abstract: The article makes a theoretical reflection of space, which has been traditionally studied by geographers and citizenship, without making aside the empirical elements of this relationship. The first paragraph provides that studying the citizenship is necessarily linking it to the issue of democracy, and that, if there have been different approaches for spatial analysis at different scales, we have a diversity of forms and developments that have embraced democracy and citizenship. The second section is central to the theme of the city and it shows how they are given different manifestations and expressions of citizenship that responds to the transformation of public space and the fragmentation of the city. Finally, the third section deals with the theme on how their times currently can observe the emergence of new or different formations citizens. As a consequence of the global transformations, migratory transnational flows or social movements, citizens can be studied through different scales and spaces.
The Political Citizenship in the Context of the Lisbon Treaty
Oana - M?riuca Petrescu
Romanian Journal of European Affairs (RJEA) , 2013,
Abstract: The notion of citizenship introduced by the Maastricht Treaty and modified by the Amsterdam Treaty, can be associated, among other things, with the political or democratic citizenship, based on a set of common political rights, with the main purpose of empowering the citizens to be "co-authors" of the law within the European decision-making process. In this context, an important step has been made by the adoption and entering into force of the Treaty of Lisbon, as the general framework containing the legislative power, and by the Regulation (EU) No. 211/2011 on the citizens' initiative adopted by the European Parliament and the Council, which defines the rules and procedure governing this new instrument, that was officially launched on 1 April 2012. This new legal instrument, as one of the major innovations of the Lisbon Treaty will strengthen the democratic foundations of the European Union by regulating the possibility for the citizens to invite the European Commission, within the framework of its powers and in certain circumstances, to submit any appropriate proposal on matters where they consider that a legal act of the European Union is required for the purpose of implementing the Treaty - art. 11 (4) of TFEU - or to be more actively involved in the political life of EU and therefore, to take part in the decision-making process at European level.
Berna KAYA,Ayta? KAYA
Sakarya University Journal of Education , 2012,
Abstract: Globalization, whose effects began to be felt at the end of the twentieth century, has led to social, economic, political and cultural changes in the world. These changes have affected individuals, companies and governments instantly. The change that led to the reconstruction of the world is called the process of globalization. Information technologies have played an important and accelerative role in extending the effects of globalization. For instance, thanks to the Internet, people who are more often in contact with each other have become more critical consumers than ever before. In the current study, the Scale of Global Citizenship in the Technology Age, which is developed by Clarisse Olivieri Lima (2006), has been adapted to Turkish by Kaya and Kaya (2011) and applied to five different departments in the Faculty of Education at Sakarya University: Social Sciences Education, Elementary Mathematics Education, Computer Education, Turkish Education and Science Education. This study aimed to investigate the relationship between the perceptions of teacher trainees at different departments about the Global Citizenship in the Technology Age and various variables. The data collected were analyzed through SPSS 17. The results of the study indicate that the teacher trainees that know a foreign language have a higher perception of global citizenship than those who do not, and likewise that the teacher trainees who use the Internet more than once or every day have a higher perception that those who do not.
Global Trends in Civic and Citizenship Education: What are the Lessons for Nation States?  [PDF]
Kerry J. Kennedy
Education Sciences , 2012, DOI: 10.3390/educsci2030121
Abstract: Civic and citizenship education is a component of the school curriculum in all nation states. The form it takes, its purposes and the way in which it is implemented differs from jurisdiction to jurisdiction. The pressures of globalization in recent times have meant that citizenship has increasingly come to be seen in global terms brought about by processes such as transnational migration, the homogenization of cultural practices and the development of supranational groupings that often seem to challenge more local versions of citizenship. Despite these pressures, the key responsibility for citizenship continues to rest with nation states. This paper will review issues relating to a more globalized citizenship and outline the strategies that nation states might adopt to ensure they remain capable of creating an active and engaged citizenship.
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