Enacting equitable global citizenship education in schools : lessons from dialogue between research and practice / edited by Sarah Lillo Kang and Shona McIntosh
Critical Discussions of Global Citizenship Education in the Third Space / Sarah Lillo Kang & Shona McIntosh -- Decolonizing Global Citizenship: Contesting Normative Conceptions of Global Citizenship Education -- Challenging Universalisms: A Critical Dialogue about Humanist Assumptions of Global Citizenship Education -- Is Global Citizenship a 'Pedagogy for the Privileged'? -- Contrasting Perspectives on Global Citizenship in Practice: What can International Schools deliver? -- How Does National or Transnational Identity Influence Students' Understandings of Global Citizenship? -- Global Footprints: Reflections of International Baccalaureate Alumni on their Transformative Personal Journeys -- Dialogues Across Silos -- Accreditation and Recruitment in International Schools: Divergences Between Global Citizenship Education Ideals and Practice -- Using Explicit Curricular Aims to Drive Global Citizenship Education: Global Citizenship-Orientated Curricula in Two African Contexts -- Developing Global Citizenship Education Skills and Understanding amongst Students through Deliberate Pedagogical Choices -- Reframing Service Learning Experiences and Practices Through Critical Reflection -- Educating Students, Teachers, and Leaders to Recognize and Address Systemic Oppression -- Preparing Globally-Minded Educators: The Role of International Experiences in Pre-service Teacher Education -- Young Global Citizens, Eco-Anxiety, and Climate Activism: An Intergenerational Conversation -- Dialogues Across Silos -- Lessons from Purposeful Dialogues on Equitable GCE.
"Offering contributions and vignettes from teachers, school leaders, and scholars, this volume purposefully dismantles practitioner-academic divides to invite dialogue around diverse understandings of Global Citizenship Education (GCE). Recognising that the field of GCE is often explored and conceptualized by educators and academics in isolation, this book confronts this issue by focusing on how schools, educators, and researchers alike can support the enactment of GCE in international and national settings and, in doing so, overcome issues of westernization, inequality, access, and divergence between GCE policy and practical implementation. Offering real-life narratives and research-based practices through a novel dialogical format, the book promotes rarely heard perspectives and ideas on GCE. Ultimately, the volume offers important insights for those looking to make GCE a reality in schools the world over, and illustrates the value of dialogic exchange in this endeavour. This text will benefit scholars, academics, and students in the fields of international and comparative education, the sociology of education, and citizenship more broadly. Those involved with multicultural education policy and citizenship in the context of political sociology and social policy will also benefit from this volume."-- Provided by publisher
