This volume brings together key perspectives from scholars in the Global South and Global North to illustrate diverse ways in which the UN’s Global Citizenship Education (GCED) agenda can promote social justice and be used as a vehicle for negotiating and learning about diverse and shared objectives in education and the global public sphere.
This book brings together key perspectives from scholars in the Global South and Global North to illustrate diverse ways in which the UN’s Global Citizenship Education (GCED) agenda can promote social justice and be used as a vehicle for negotiating and learning about diverse and shared objectives in education and the global public sphere.
Recognizing the historical function of education as a prominent public sphere site, this book addresses questions around how forms of global education can serve as public sphere sites in various contexts today and in the future. Specifically, it questions established notions of education and proposes new interpretations of the relationship between practices of education and the public sphere to meet the needs of our contemporary turbulent era and a post-2020 world. By offering conceptual analyses, examples of policy and educational practices which promote global learning, democratic citizenship, common good, and perspective-taking, the text offers new critical understandings of how GCED can contribute to the public responsibilities and roles of education. Chapters consider examples such as non-formal adult education at the Mexico–US border, teachers’ responsibilities in Japan and Finland, developments in education policy and practices in Brazil, civic religious teachings in Canada, online learning in the United States and China, and support to the participation of women in higher education in Pakistan.
Given its unique approach, and the range of case studies it brings together, this book is a timely addition to the literature on education in the global public sphere. It will prove to be an invaluable resource for scholars working at the intersections of global education and transnational education policies, and for teachers involved in global education.
Introduction: Critical Global Citizenship Education as a Form of Global
Learning
Susan Wiksten
1. Cosmo-uBuntu Theorizing About the Global Citizen in Modernity's Frontiers:
Lived Experience in Mozambique, United States, and South Africa
José Cossa
2. Dealing With Incompleteness: Cognitive Justice as a Lodestar for Teaching
Global Citizenship in Higher Education in Austria
Ursula Mauri & Josefine Scherling
3. From Deliberative to Contestatory Dialogue: Reconstructing Paulo Freires
Approach to Critical Citizenship Literacy
Raymond A. Morrow
4. Identity, Learning, and Community After Displacement: Reimagining
Belonging at the USMexico Border
Abigail Thornton
5. Advancements and Limitations in Brazils Democratic Management of
Education Framework
Maria Aparecida Zero & Aline Zero Soares
6. Three Intersectional Biographical Portraits of Principal Investigators
From the United Kingdom in the Context of Higher Education in Pakistan
Victoria Showunmi
7. Expectations to Teachers Role in Advancing Society and Equity in Finland,
Japan, and the United States: Findings From TALIS 2018
Susan Wiksten & Crystal Green
8. Civic Religious Literacy as a Form of Global Citizenship Education: Three
Examples From Practitioner Training in Canada
W. Y. Alice Chan & Sabrina Jafralie
9. Imagining GCE in Chinas Tianxia Cultural System: Cosmopolitanism, Common
Good, and the Public Sphere
Xiaopeng Shen
10. Global Citizenship Education in Japanese Higher Education: From French
Political Training to a Plurilingual and Multicultural Approach to Social
Justice in a CLIL Setting
Xavier Mellet & Sylvain Detey
11. Global Citizenship Education in the UCLA Digital Humanities Classroom: In
the Light of Early German Romantic Philosophy
Renata Fuchs
Susan Wiksten is a consultant affiliated with the Paulo Freire Institute at UCLA, United States and the European Institute of Education and Social Policy, France.
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