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This open access book takes a critical and international perspective to the mainstreaming of the Global Citizenship Concept and analyses the key issues regarding global citizenship education across the world. In that respect, it addresses a pressing need to provide further conceptual input and to open global citizenship agendas to diversity and indigeneity. Social and political changes brought by globalisation, migration and technological advances of the 21st century have generated a rise in the popularity of the utopian and philosophical idea of global citizenship. In response to the challenges of today's globalised and interconnected world, such as inequality, human rights violations and poverty, global citizenship education has been invoked as a means of preparing youth for an inclusive and sustainable world. In recent years, the development of global citizenship education and the building of students' global citizenship competencies have become a focal point in global agendas for education, international educational assessments and international organisations. However, the concept of global citizenship education still remains highly contested and subject to multiple interpretations, and its operationalisation in national educational policies proves to be challenging. This volume aims to contribute to the debate, question the relevancy of global citizenship education's policy objectives and to enhance understanding of local perspectives, ideologies, conceptions and issues related to citizenship education on a local, national and global level. To this end, the book provides a comprehensive and geographically based overview of the challenges citizenship education faces in a rapidly changing global world through the lens of diversity and inclusiveness. ;

Informal education systems in the traditional African systems were aimed at, among other things, passing on cultural values, norms and knowledge skills from one generation to the next. In addition, the youth were taught to preserve their cultural identity. Owing to fundamental shifts in classical family systems and educational practices in Africa, countries such as Zimbabwe have come to recognise the need for including societal values and norms, ethics, morals and responsibilities in thewhole school curricula in order to inculcate value systems and maintain the national legacy and cultural heritage. One strategy for achieving the desired cultural ethos is implementing a deliberate Citizenship Education programme which should be incorporated into the formal education system. Citizenship Education could also be inculcated through extra curricula activities such as sport.Besides the transmission of the cultural norms and values, Citizenship Education should incorporate humanitarian issues such as inclusion of people with disabilities in social processes. In the same vein, the Citizenship Education programme should be flexible to cater for the needs of learners with special needs. This paper explores the relevance of Citizenship Education to the prevailing Zimbabwean situation. In the long term, Citizenship Education has the capacity to improve the socio-political and economic advancement of a country. The paper concludes that Citizenship Education is relevant to the Zimbabwean situation, despite that it has been heavily politicised and has, in some cases, lost its original intention. In the long term, the programme has a propensity to improve the socio-political and economic conditions of the country. De-politicisation of Citizenship Education could be the first step towards re-aligning it to the intended national ethos and ideals. This should be policy driven.The programme should endeavour to inculcate values and norms that facilitate nation building and should not be used for partisan political orientation.

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This collection of essays aim at fostering discussion about the growth of international education and the Chinese learner between educators from schools and universities in Hong Kong and abroad. These essays are both theoretical and practical, coming outof the direct experiences of those who have been teaching Chinese learners in international contexts

"This book provides a contemporary overview of work in critical ethnography that focuses on language and race/ism in education, as well as cutting edge examples of recent critical ethnographic studies addressing these issues. The chapters draw on a range of critical theoretical perspectives and address significant methodological questions"--

The purpose of this article is to provide an analysis of the situation of education and self-education as part of informal learning up to the year 1904 among members of the Lithuanian diaspora in the United States, based on the Lithuanian periodicals published during the period in question, and to evaluate its significance on publishing. The objectives were to explore the efforts of the diaspora to establish their own institutions for the education of children and adults and to analyze the importance of press in promoting education and self-education as well as the significance of education and informal learning on the development of publishing. This is the first attempt to conduct relevant research on the basis of the material at our disposal, collected from the press of the Lithuanian diaspora of that period. Although the situation of education and reading was far from satisfying the needs of the then contemporaries, the literacy rate in the community of Lithuanian emigrants in the USA kept growing (of particular importance was the focus on women's education and reading). Such a situation was predetermined by the pursuit of economic prosperity (initial education and training and the knowledge of English contributed to getting a better job). An increasing concern over the children's welfare resulted in a growing number of schools. Ideological struggle within the diaspora community was also a significant factor. Furthermore, one should not forget curiosity and leisure (perhaps the best indicator is the growing number of emigrants who learned to read inspired by the poor quality of literature at hand).Even though a certain number of institutions for the education of children were established, they were restricted only to one type of schools, namely, parochial elementary schools, and their development was hindered by ideological quarrels, disagreements over the content of teaching and compliance with the requirements of the historic period in question. Due to this, and for other reasons, a large number of emigrants sent their children to American public schools or parish schools of other foreign nationals living in the United States, while the number of Lithuanian schools at that time exerted little influence on the development and output of book publishing. Likewise, it cannot be argued that publishing was directly influenced by the creation of evening schools, the more so that English textbooks were used in them. That being said, it has to be stated that the importance of a part of the publishing output was evaluated according to its appropriateness to reading by those attending the schools in question, initially for learning, and then for self-study purposes. The same applies to some of the books published in Eastern Prussia and imported to the United States.Self-education was of particular importance to publishing, as the press was considered its main source. In addition, expatriate societies, which identified the promotion of education and reading as one of their goals, were at times engaged in publishing activities on their own. However, it has to be said that the situation was significantly influenced by a deepening split within the Lithuanian diaspora from the ideological point of view. Representatives of different trends voiced their own views on self-education and reading (what should be read and what should be forbidden). At the same time, this division encouraged the publication of literature aimed at spreading their own ideas, while at the same time was suitable for self-education and reading. True, the repertoire of literature published and the influence of education and self-study needs on publishing both from the quantitative and qualitative point of view require a separate in-depth study.At the turn of the 20th century, the Lithuanian diaspora could boast quite a significant selection of literature at its disposal and a large number of members who had either basic education or were sufficiently educated. In addition, some embryonic roots in the structure of education and self-education could already be discerned, which grew over time and contributed to the development of publishing. ; Švietimas ir savišvieta yra vienos esminių knygų leidybos plėtros sąlygų. Švietimo, savišvietos, skaitymo temos buvo aktualios įvairiuose JAV lietuvių išeivijos laikraščiuose. Peržiūrėjus beveik 20 įvairios apimties išeivių periodikos leidinių komplektų, galima teigti, kad XIX a. pabaigoje JAV pradėjo formuotis vaikų ir suaugusiųjų švietimo struktūros, atsirado institucijos, rėmusios aukštojo išsilavinimo siekį. Visa tai tiesiogiai ar netiesiogiai siejosi su leidyba. Kartu pradėjo klostytis ir savišvietos tradicijos, nuolat augo spaudos, kaip pagrindinio jos šaltinio, reikšmė, didėjo skaityti išmokusių išeivių skaičius. Taip gausėjo spaudos skaitytojų bei pirkėjų, formavosi leidybos santykis su švietimo įstaigomis. Straipsnyje analizuojami šie ir kiti su tuo susiję klausimai (tuo metu besiformavusių išeivijos politinių dešiniosios ir kairiosios srovių požiūriai į švietimą ir savišvietą, ypač skaitymą). Nagrinėjama, kaip šios politinės srovės išnaudojo švietimą ir savišvietą savo ideologijos plėtrai pasitelkdamos leidybą ir taip plėsdamos jos repertuarą bei kiekybinius rodiklius.

Few philosophers in our tradition have raised structures of speculation more complex than those of Giambattista Vico. Nevertheless, in following the course of his speculation, from the earliest orations through the De Antiquissima Italorum Sapientia, the massive Diritto Universale, and, finally, the successive transformations of the Scienze Nuova, certain definite themes appear which engage his meditation at every stage and impart, as a consequence, unity and coherence, though never simplicity, to the whole. Basic among these is the theme of the civil education of man.