Intersectionality and Interculturality: Aligning UNESCO's GCE Framework With Intercultural University Structures and Participatory Methods

• In Event: AERA Roundtable Session 10
  In Roundtable Session: Intersectional and Intercultural Crossroads of Indigenous(ness)

Abstract

Recently, global citizenship education (GCE) has been connected to UNESCO’s educational goals, including the Education for All Initiative (EFA) and Education for Sustainable Development (ESD) (Mochizuki, 2016). This paper explores ways to address key critiques regarding accessibility, equity, and reproduction of systems of domination in GCE. After examining challenges of implementation, this paper considers how intercultural universities have altered program and curricula structures to form local partnerships for student learning. It unpacks how foregrounding intersectionality theory and pedagogy in UNESCO’s GCE framework enables student experiences using participatory research methods. Thus, participatory methodology, in conjunction with altered program structures, intersectionality approaches in curricula, and student engagement with local communities create pathways to learning about global processes in equitable and sustainable ways.

Author

• Rachael Root, University of Central Florida