Suchergebnisse

The Organization for Economic Co-operation and Development's (OECD) Program for International Student Assessment (PISA) 2018 includes a measure of global competence. In PISA, global competence is a cross-curricular domain that aims to measure a set of skills and attitudes that support respectful relationships with people from different cultural backgrounds and engage for peaceful and sustainable societies. This paper builds theoretically and empirically from previous research that investigates the framing and messaging of global education policy as well as the tendency to conflate local and global approaches to diversity and difference in research and practice. We critically explore the OECD's framework of global competence in PISA 2018 by reporting on two key findings from a critical discourse analysis. We examine language use and discursive practices to consider how global competence in the OECD 2018 framework document is structured, messaged, and mediated at an international level, and to what extent it reflects critiques around individualization and conflation of multiculturalism and global citizenship. We organized findings on two major themes, namely encountering the "other" and taking action. ; Le Programme international d'évaluation des élèves (PISA) 2018 de l'Organisation de coopération et de développement économiques (OCDE) comprend une mesure de la compétence mondiale. Dans le PISA, la compétence globale est un domaine transversal qui vise à mesurer un ensemble de compétences et d'attitudes qui soutiennent des relations respectueuses avec des personnes de différents milieux culturels et s'engagent pour des sociétés pacifiques et durables. Cet article s'appuie à la fois théoriquement et empiriquement sur des recherches antérieures sur le cadrage et la diffusion de la politique éducative mondiale à la fois au niveau national et transnational, ainsi que sur la tendance à fusionner les approches locales et mondiales de la diversité et la différence dans la recherche et la pratique. Nous explorons de manière critique le cadre de compétence mondiale de l'OCDE dans le PISA 2018 en faisant état de deux conclusions clés d'une analyse critique du discours. Nous examinons l'utilisation de la langue et les pratiques discursives pour examiner comment la compétence mondiale dans le document-cadre de l'OCDE 2018 est encadrée, transmise et médiatisée au niveau international, et dans quelle mesure reflète-t-elle des critiques concernant l'individualisation et la fusion du multiculturalisme et de la citoyenneté mondiale. Nous avons organisé les résultats sur deux thèmes majeurs, à savoir rencontrer «l'autre» et agir.

Purpose: This paper considers the relevance of critical and decolonial approaches to global education in northern Europe through theoretical and empirical research. Methodology: We present a case for an approach that engages the modern/colonial dynamic (Mignolo, 2000; Andreotti, 2014) and pluriversality (Mignolo & Walsh, 2018). We conducted a project involving workshops with secondary teachers in England, Finland, and Sweden centred on Andreotti's (2012) HEADSUP tool. We recorded discussions at the workshops and individual interviews after applying the tool in practice. Findings: Teachers are both strategic and reticent in how they take up colonialism when teaching global issues. Wider political contexts and teachers' and students' own experiences with colonialism and racialisation are very much part of how ethical global issues are framed, unpacked, and responded to in classrooms. While there are some significant challenges evident, several teachers deepened their approach and co-produced a teacher resource supporting the application of HEADSUP to classroom practice.

Purpose: This paper considers the relevance of critical and decolonial approaches to global education in northern Europe through theoretical and empirical research. Methodology: We present a case for an approach that engages the modern/colonial dynamic (Mignolo, 2000; Andreotti, 2014) and pluriversality (Mignolo & Walsh, 2018). We conducted a project involving workshops with secondary teachers in England, Finland, and Sweden centred on Andreotti's (2012) HEADSUP tool. We recorded discussions at the workshops and individual interviews after applying the tool in practice. Findings: Teachers are both strategic and reticent in how they take up colonialism when teaching global issues. Wider political contexts and teachers' and students' own experiences with colonialism and racialisation are very much part of how ethical global issues are framed, unpacked, and responded to in classrooms. While there are some significant challenges evident, several teachers deepened their approach and co-produced a teacher resource supporting the application of HEADSUP to classroom practice.

In Canada, cultural diversity has always been a contested cornerstone of citizenship and of citizenship education. In the last decade, a number of provinces, including Alberta and Ontario, have published citizenship and character education documents and social studies curricula in which ideas of cultural diversity are central and shape dominant understandingsof nationhood. Meanwhile, the federal government produced its own citizenship education text: a study handbook for adult immigrants taking the citizenship test. Recognizing an interesting opportunity to compare how citizenship and diversity are presented to youth and to adult immigrants, we offer a critical analysis of the extent to which current discourses reflect, revise, or reassert those that were prominent in the past. We find that within educational curricula, liberal social justice discourses are taking a background to those that promote social cohesion and a narrow vision of Canadian identity and history and that de-emphasize progressive ideals of engaging with difference and committing to social action policies. At the provincial K–12 level, a neoliberal understanding of individual development and economic rationales is dominant, while at the federal level, there is also a shift toward neoconservatism that recovers the imperial roots of Canadian citizenship ideals while covering up the strong history of equity, diversity, and civic action.

Why Global Citizenship? -- Why Global Citizenship Education? -- Global Rights and Duties -- Imagining Global Communities through a Decolonial Ethic of Global Citizenship -- Global Identities -- National and Global Citizenship -- Planetary and Global Citizenship -- Citizenship Education -- Social Justice -- Development Education -- Character Education -- Global Education -- Peace Education -- Diversity Education -- Education for Sustainable Development -- Research -- Curriculum -- Community Action -- Teaching and Learning Methods in Global Citizenship Education -- Evaluation.

In this article we present four social cartographies with the intention to contribute to different conversations about global justice and education. The cartographies aim to invite curiosity, depth, reflexivity, openness, and the expansion of sensibilities as we engage with different analyses and possibilities for global change. We start with a review of HEADS UP, a social cartography that maps recurrent patterns of representation and engagement commonly found in narratives about poverty, wealth, and global change in North-South engagements and local engagements with diverse populations. We then describe the HOUSE, a social cartography that presents one way of diagnosing current crises and their multiple, overlapping dimensions. The third cartography, the TREE, makes a distinction between what is offered by different layers of analyses of social problems in terms of doing, knowing, and being. The last cartography, EarthCARE, is presented as a framework for global justice education, which emphasises the integration and entanglement of different dimensions of justice, including ecological, affective, relational, cognitive, and economic dimensions. The four social cartographies address different dimensions of the challenges of mobilising development and global education in socially complex and politically uncertain times.

In this article we present four social cartographies with the intention to contribute to different conversations about global justice and education. The cartographies aim to invite curiosity, depth, reflexivity, openness, and the expansion of sensibilities as we engage with different analyses and possibilities for global change. We start with a review of HEADS UP, a social cartography that maps recurrent patterns of representation and engagement commonly found in narratives about poverty, wealth, and global change in North-South engagements and local engagements with diverse populations. We then describe the HOUSE, a social cartography that presents one way of diagnosing current crises and their multiple, overlapping dimensions. The third cartography, the TREE, makes a distinction between what is offered by different layers of analyses of social problems in terms of doing, knowing, and being. The last cartography, EarthCARE, is presented as a framework for global justice education, which emphasises the integration and entanglement of different dimensions of justice, including ecological, affective, relational, cognitive, and economic dimensions. The four social cartographies address different dimensions of the challenges of mobilising development and global education in socially complex and politically uncertain times.

Critical scholars view schooling as one piece of a larger struggle for democracy and social justice. We investigated 41 school administrators" perceptions about the role and importance of equity, diversity and social justice in new teacher induction in the province of Ontario. Interviews reveal that principals were interested in shaping teacher induction programming in their schools and school districts, but that they regularly prioritized technical issues like classroom management and pedagogy over systemic issues like equity and social justice. When asked directly about equity, principals spoke about learning styles, special needs and differentiated instruction, but they regularly ignored new teachers" abilities to counter systemic oppression—racism, sexism, and classism. Our findings suggest that without an explicit focus on equity and social justice in provincial policy documents, teacher induction programming runs the risk of reproducing a transmission model of new teacher education.