Global citizenship

Abstraction or Framework for Action

Bibliographic Data

ID5814741
AuthorsLynn Davies (0000-0003-2848-0811, University of Birmingham, corresponding author)
Year2005
Volume58
Issue1
Pages5-25
Publication date2005-12-08
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueEducational Review (JOURNAL)
Journal identifiersISSN: 0013-1911 • E-ISSN: 1465-3397
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/00131910500352523
OpenAlexW2020645566
LanguageEN
Citations received100
References cited4

This paper explores whether the notion of 'global citizenship' is too abstract to be valuable in driving curriculum policy and active citizenship for students. The paper looks firstly at three of the key aspects of an active role: a concern for social justice; rights; and culture and cultural conflict. It then examines actual curricula and programmes of study for global citizenship, and compares the conceptual frameworks, progression routes and emphases within these curricula. It moves on to review the research on teachers' practices and orientations in teaching global citizenship, finding some variation and problems, particularly in areas such as teaching controversial issues. Factors in successful impact of global citizenship education are outlined, such as various forms of democratic decision-making and community service. Constraints are nonetheless identified of curriculum overload, resources, time and confidence. The paper then describes existing research on the needs and wishes of learners within global citizenship. The conclusion confirms the consensus on the importance of global citizenship and argues that it can be turned into a more radical and politicised curriculum area; however, more research is needed on impact of the learning, including research by students themselves. This article is part of the following collections: The Educational Review Hall of Fame

Abstraction · Global Education and Multiculturalism · Global Educational Policies and Reforms

Tools

Open DOISci-Hub