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.
Table of Contents
Introduction: Critical Global Citizenship Education as a Form of Global Learning
1. Cosmo-uBuntu Theorizing About the Global Citizen in Modernity's Frontiers: Lived Experience in Mozambique, United States, and South Africa
2. Dealing with Incompleteness: Cognitive Justice as a Lodestar for Teaching Global Citizenship in Higher Education in Austria
Ursula Maurič & Josefine Scherling
3. From Deliberative to Contestatory Dialogue: Reconstructing Paulo Freire’s Approach to Critical Citizenship Literacy
Raymond A. Morrow
4. Identity, Learning and Community After Displacement: Reimagining Belonging at the US-Mexico Border
5. Advancements and Limitations in Brazil’s 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
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 China’s Tianxia Cultural System: Cosmopolitanism, Common Good and the Public Sphere
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
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.