Making space for difficult knowledge from a teacher education perspective
Exploring an agonistic approach for Global Citizenship Education
Datos Bibliográficos
| ID | 5863050 |
|---|---|
| Autores | Debra Williams-Gualandi (0000-0003-2921-4208, Department of International Teacher Education, NHLStenden University of Applied Science, autor de correspondencia) |
| Año | 2025 |
| Volumen | 47 |
| Número | 3 |
| Páginas | 1-12 |
| Fecha de publicación | 2025-10-24 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Discourse Studies in the Cultural Politics of Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0159-6306 • E-ISSN: 1469-3739 |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/01596306.2025.2574971 |
| OpenAlex | W4415526635 |
| Idioma | EN |
| Citas recibidas | 1 |
| Referencias citadas | 48 |
Drawing on data from a teacher education program in Northern Europe, this article presents a response to Pashby and da Costa’s (2021) call for educators in the ‘global North’ to remain reflexive in their praxis in order to challenge ‘universalizing western frames’ in Global Citizenship Education. Based on a workshop with pre-service teachers on the topic of productive conflict through the lens of one agonistic pedagogical strategy, the paper examines student-teachers’ responses to questions of how classroom discussion based on this approach functions to make space for the experience of difficult knowledge, while seeking complexity over linear, solutions-centered thinking. Although agonistic pedagogical approaches and engagement with the concept of difficult knowledge can open opportunities for students to engage critically with GCE, the article concludes with a reflection on Hajir’s (2023) ‘paradox of decoloniality’ and its challenges for GCE teaching and teacher education programs
Agonistic behaviour · Citizenship · Citizenship education · Global Citizenship Education · Teacher education · Teaching method · Global Education and Multiculturalism · Global Educational Policies and Reforms · Tourism, Volunteerism, and Development
Global citizenship education
The Longings and Limits of Global Citizenship Education
Global citizenship education redefined – A systematic review of empirical studies on global citizenship education
Agonistic teaching
Can Teacher Education Save Democracy
Agonism in education
Reflecting on reflexive thematic analysis
The Human Condition
Who Needs Global Citizenship Education? A Review of the Literature on Teacher Education
Theory and methodology in researching emotions in education
Interfaces of critical global citizenship education in research about secondary schools in ‘global North’ contexts
The global dimension in education and education for global citizenship
Preparing US teachers for critical global education
Between ‘the paradox of liberalism’ and ‘the paradox of decoloniality’
(Towards) decoloniality and diversality in global citizenship education
Speculations on qualities of difficult knowledge in teaching and learning
Emotions and teacher decision-making
Affective practices, difficult histories and peace education
A meta-review of typologies of global citizenship education
Games without frontiers? Democratic engagement, agonistic pluralism and the question of exclusion
Constructive Conflict Talk in Classrooms
The Routing and Re-Routing of Difficult Knowledge
Educating Political Adversaries
Global Citizenship
Global citizenship
Teaching for tolerance of diverse beliefs
Structures of feeling in curriculum and teaching
| Obras citantes distintas | 1 |
|---|---|
| Citas por año | 1 |
| Intervalo de citas | 2026 - 2026 (1) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 1 |