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Values, knowledge, and curriculum in Global Citizenship Education

Thu, March 7, 9:00 to 10:30am, Zoom Rooms, Zoom Room 107

Group Submission Type: Formal Panel Session

Proposal

Global citizenship education (GCE) calls for the education of values and knowledge that help learners to become informed and responsible global citizens. Yet, there has been relatively little coverage on how educators in different geographic locations perceive GCE and implement it into curricula and classroom practices (Bosio, 2020). By focusing on these areas and following Torres and Bosio’s (2020) proposal that GCE can be “an essential tool to not only build understanding across borders and cultures but to advance our social, political, economic, and environmental interconnectedness necessary to address global and local issues”, this CIES panel will discuss if and how GCE can be a pedagogical approach which has the potential to go beyond developing students’ basic sense of interconnectedness and broadening their cultural horizons, important as they are, to critically and reflectively locating the discourse in the context of globalization (Bosio & Torres, 2019; Torres, 2017; Gaudelli, 2016).
We ask: How do educators understand the role of GCE? What pedagogical approaches to GCE do educators employ in their classes? How do educators support the values and knowledge of global citizenship in all curriculum areas? What do educators see as the key essential values and knowledge that students should be helped to develop through GCE? To address these and other related questions, the panel brings in both theoretical and empirical perspectives from the Global North and the Global South that investigate the ways in which educators perceive the values and knowledge of GCE and how their pedagogy adapts to it.
The panel is based on a UNESCO Prospects special issue, which invited contributors to extend critical consideration of GCE beyond Western-centric and neoliberal conceptions, and attempt to expand the definition of GCE and to think through its future possibilities (Popa, 2020). Articles in this special issue looked at the ways in which and the extent to which educators encourage learners to develop critical values and knowledge such as critical consciousness and awareness of injustices, both environmental and social. Collectively, the Prospects special issue engaged with the full range of possible GCE pedagogical responses to current societal challenges, and therefore, engaged with the implications of different envisaged futures.

References
Bosio, E. (2020). Towards an ethical global citizenship education curriculum framework in the modern university. In D. Bourn (Ed.), Bloomsbury handbook for global education and learning (pp. 187–206). Bloomsbury. https://doi.org/10.5040/9781350108769.0025
Bosio, E., & Torres, C. A. (2019). Global citizenship education: An educational theory of the common good? A conversation with Carlos Alberto Torres. Policy Futures in Education, 17(6), 745–760. https://doi.org/10.1177/1478210319825517
Gaudelli, W. (2016). Global citizenship education: Everyday transcendence. Routledge. https://doi.org/10.4324/9781315683492
Popa, S. (2020). Global citizenship education, identities, and values: New insights and perspectives. Prospects. https://doi.org/10.1007/s11125-020-09491-0
Torres, C. A. (2017). Theoretical and empirical foundations of critical global citizenship education. Routledge. https://doi.org/10.4324/9781315452579
Torres, C.A., Bosio, E. (2020) Global citizenship education at the crossroads: Globalization, global commons, common good, and critical consciousness. Prospects. https://doi.org/10.1007/s11125-019-09458-w

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