Suchergebnisse

As education actors gather to review the failure of the 1990 – 2015 global Education for All (EFA) agendas to achieve their goals of universal delivery and access to education, there are few new ideas being submitted on how to change directions. This study brings together the two worlds of UNESCO's Post-2015 Education Agenda and the United Nations Declaration of the Rights on Indigenous People (UNDRIP) in a policy encounter that not only highlights the colonial legacies present in global education policy but suggests how renewed efforts for EFA might be a decolonizing contribution if UNDRIP was taken as a starting place for policy development. It is my objective, in this article, to provide a de-colonial and anticolonial lens on the processes, objectives, and aims of Post-2015 EFA, as well as to propose some alternatives that could enhance global education goals of equity and enhanced citizenship and democracy. ; peer-reviewed

Educating for global citizenship is increasingly named as a goal of education. This study examines the variations in intent and approach to global education and educating for global citizenship. A review of the literature identifies the links between citizenship and globalization as well as the conflicting discourses and agendas surrounding citizenship education in a globalized neoliberal policy context. Using a conceptual framework that highlights three contrasting approaches to globalization—a neoliberal approach, a radical approach, and a transformational approach—this article compares three global education policies and their citizenship education approaches and highlights the issues implicit in each as well as the problems and possibilities for furthering a social justice agenda. The article concludes that education for global citizenship is a complex and contested concept and that educators who claim to be educating for global citizenship must be clear on the implications of their work. ; L'éducation civique visant la formation de citoyens du monde est de plus en plus évoquée comme un des buts de l'éducation. Cette étude porte sur les différentes intentions et approches relatives à cet objectif. Une analyse documentaire identifie les liens entre la citoyenneté et la mondialisation, en même temps que les discours et les programmes contradictoires en ce qui concerne l'éducation civique dans un contexte mondialisé de politiques néo libérales. S'appuyant sur un cadre conceptuel qui met en évidence trois approches contradictoires à la mondialisation – une approche néolibérale, une approche radicale et une approche transformationnelle – cet article compare trois politiques en matière d'éducation planétaire et leur approche à l'éducation civique tout en faisant ressortir les enjeux liés à chacune ainsi que les problèmes et les atouts quant à la possibilité de faire avancer un programme de justice sociale. Nous concluons que l'éducation visant la formation de citoyens du monde constitue un concept complexe et contesté et que les enseignants qui prétendent offrir une éducation civique planétaire doivent bien comprendre les conséquences de leur travail.

This volume brings together diverse theoretical reflections and practices of community engaged scholarship in order to stimulate critical discussion, deepen theory, and invite critical practice. It is an international trend that higher education institutions and agencies are encouraging and promoting community engagement. At the same time, there is recognition of a lack of consistent definitions and understandings of what it is they are promoting. As a counterweight to the dominance of pragmatic and technical discussions in the literature on engaged scholarship, the chapters in this book shift the discourse to ask foundational questions that emphasize the political nature of engagement. Recognizing that acts of engagement are never neutral, the authors in this book explore how engaged scholarship requires decision-making that is inherently grounded in values, beliefs, and interpretations of what is and what ought to be. Alongside complex global and local social movements rising to address issues, for example climate change or the global financial collapse and the uneven consequences of these globalized problems, we see corresponding concerns expressed about the limited participation by excluded, silenced, and invisibilized people throughout the world. How can engaged scholarship be mobilized and who will it serve within such contexts? With contributions covering such diverse topics as a non-binary approach to engagement; citizenship of knowledge; university contexts and corporatization; stranger pedagogies and anti-foundational approaches to service learning; contemporary revolutionary movements in the Arab world; and transforming higher education through Africanist onto-epistemologies, this volume is poised to open the door to a deeper understanding of engaged scholarship

A contested concept that finds multiple theorisations and practices in relation to various ideological, geographical and cultural positionings, global citizenship education (GCE). has taken flight in the formal and non-formal education sectors over the past two decades, bringing together education-focused actors from government and civil society in dynamic relationships. With the proliferation of social media, GCE actors have taken to platforms such as Twitter for educational and communicative purposes, leading to the emergence of an attention economy surrounding GCE. This article utilises issue mapping to trace and visualise the performance of GCE by organisations in the Global North, comparing their formal organisational definitions with their communication of their GCE work over Twitter. While organisational public education and communications have long functioned within a competitive, neoliberal economy, this article focuses specifically on how the attention economy of Twitter contributes to the diffusion or capture of particular understandings of global citizenship through a GCE issue network.

The story of the WE enterprise, also known as ME to WE or WE Charity, presents us with a cautionary tale for teachers who welcome social enterprise into schools as a way of bringing community engagement and social justice into their educational programs. Our paper is a cautionary tale that, like all such tales, opens with the statement of a warning about social entrepreneurship in schools. As the narrative unfolds, this warning is disregarded, and the violator ultimately experiences an unpleasant fate. Using the large-scale data available on Instagram, this paper reveals in detail how WE represented itself, how others perceived it, and how it worked in and with schools to achieve its corporate goals. We conclude the tale by discussing how, by delinking education from corporate interests, schools may serve equity and the public good instead of creating brand fanatics in the service of elite interests.

In this article, we examine how educating for global citizenship has increasingly become a shared goal of educators and educational institutions interested in expanding their own and their students' understanding of what it means to claim or to have global citizenship in the twenty-first century. While this trend may be considered a uniform response to urgent global issues and contexts, through document analysis of various policies and programs of Global Citizenship Education (GCE) in North America, it is evident that global citizenship is far from a uniform idea and, in fact, is a much contested term. There is a general consensus, however, that higher education institutions have a role to play in preparing citizens who are informed and able to participate in our complex globalized and globalizing world. Post-secondary institutions join other social institutions in working toward understanding their role in addressing social, economic, and political issues of our times. As global citizenship educators grapple with and respond to the global unevenness of internationalization, the legacies of colonialism, and ideologies that support a system that benefits the few at the expense of the many, educators look to global citizenship education efforts to open educational spaces for working for a more just and peaceful world.

This paper outlines the issues surrounding a recent move by the Government of Alberta, Canada to lower the accepted working age to 12 years old. The paper places this decision within the wider context of changes in labour standards in North America and internationally. The lowering of the working age not only contravenes the principles of international labour agreements but is also in tension with other social policy aimed at reducing child poverty, increasing school completion rates, and providing effective transitions for youth.

With current manifestations of globalization creating local problems, including widening equity gaps, increased environmental destruction and burgeoning poverty, many policymakers, civil society, organizations and educators are seeking models of education that promise social justice and a democratic public sphere that reflects more than democracy of and for elites. This study of UNESCO Associated Schools, located in Brazil and Canada, identified how educators negotiate contradictory global agendas and employ UNESCO ideals of a peaceful world, human rights and democracy, and a healthy environment to create a platform for citizenship education. While there is no package of liberation and transformational education that comes with being a UNESCO Associated School, there is encouraging evidence that educators are working in creative and critical ways to educate toward more engaged citizens who are capable of contributing to a strengthened public sphere. This article compares the Brazilian and Canadian experiences with the UNESCO Associated Schools project, and examines both commonalities and differences. While global neoliberalized governance structures define much of what happens even in local contexts, the schools in this study demonstrated innovative ways in which citizenship education can be a pathway to understanding and resisting destructive global agendas while, simultaneously, maintaining a critical global awareness and citizenship engagement. Recommendations are made for citizenship education that prepares activist citizens to participate in a pubic sphere that challenges normative elitism and opens possibilities for a justice to be the common foundation of public engagement.

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.

Abstract
Pharmacy education is focused on preparing students for practice as health professionals. Curriculum for this professional programme includes pharmaceutical, social and health sciences. For pharmacy students to appreciate their role as citizens, exposure to citizenship teaching must be integrated into the curriculum, but this has not been studied within pharmacy. The purpose of our research was to describe the impact of an international pharmacy elective course that placed University of Alberta pharmacy students in Italy for a three-week period. Activities within the course were designed to expose the students to social justice, health policy, citizenship and their role in addressing health issues. Student interviews and course materials were analysed for emerging themes. The analysis identified themes relating to an developing awareness of citizenship and the personal and professional roles the students could play; appreciating broader health issues in the world, and the realization that medications are not always the primary approach for health; the importance of policy and advocacy for the right to food and health; and the integration of professionalism, advocacy, justice and citizenship in addressing health. Student learning regarding citizenship was supported through course activities and the context of the cross-cultural setting. The learnings about citizenship started at a basic level, identifying a significant curriculum gap in pharmacy education. Further collaboration between Pharmacy and Education, and international course experiences can assist in enhancing the citizenship teaching and learning of future health professionals.