Bøger i Critical Global Citizenship Education serien

Global Citizenship Education and Teacher Education brings together scholars and practitioners from all continents to explore the role of teacher education in formulating a practice of citizenship that has a global scope and is guided by critical and emancipatory approaches.

With a focus on the Global South, this book argues that awareness and discussion of the politics of equity and inclusion in global citizenship education (GCE) research are essential to the future of nuanced and effective research in this area.

This book offers nuanced analyses of the narratives, spaces, and forms of citizenship education during the aftermath of the January 2011 Egyptian Revolution.

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 volume explores the challenges posed to sociological theory and social science research by a growing need to foreground perspectives stemming from, and accounting for, subaltern groups, marginal categories, the Global South, and other politically peripheral regions.De-Centering Global Sociology radically questions some of the most enduring assumptions within sociological thought and social science research and illustrates the impacts of de-centering critical concepts in public policy and education. It proposes new places to build social theory, beyond Europe and the United States, offering debates on the present and future of the social sciences. This peripheral turn also has impacts on the development of pedagogical practices, curricula, and educational research that are more inclusive, and in a position to promote global citizenship.This book will be a valuable resource for researchers and academics with an interest in global social theory, decolonial and postcolonial studies, political theory, feminism, critical race theory, economic sociology, inequality studies, urban sociology, and the sociology of work, religion, and education. It will be of particular interest to those with a focus on citizenship, social policy, conviviality, social integration and solidarity, and new perspectives on multicultural education.

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).Recognizing that the field of GCE is often explored and conceptualized by educators and academics in silos, this book confronts this issue by focusing on how schools, educators, and researchers can together support the enactment of GCE in international and national settings. In doing so, issues of westernization, inequality, access, and divergence between GCE policy and practical implementation can be overcome. The novel dialogical format links together theory, practice, and lived experience to create discourses between voices that are rarely connected. Ultimately, this volume offers important insights for those aiming to make equitable GCE a reality in schools worldwide and illustrates the value of collaborative dialogic exchange.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.

Global Citizenship Education and Teacher Education brings together scholars and practitioners from all continents to explore the role of teacher education in formulating a practice of citizenship that has a global scope and is guided by critical and emancipatory approaches.By considering educational responses to global challenges -such as global warming, rising levels of inequalities, intensification of armed conflicts, growing streams of international migration, and the impact of neoliberal policies-this book provides valuable analyses for researchers, teacher educators, and educators. The volume examines historical and conceptual issues relating to the incorporation of global citizenship education in teacher education, and presents examples from across the world that showcase main trends in research and practice from across the world.This book is of great interest to graduate and postgraduate students, researchers, and libraries in the fields of citizenship education, global education, teacher education, international and comparative education, and education policy and politics.

This book considers the shifting social and educational structures shaping experiences of citizenship among young people in diverse international contexts. Chapters from across both the Global North and South consider emerging formations of citizenship and citizen identities among young people, both in and out of the school environment.

This book explores critical perspectives on the role of curriculum, values and assessment, and develops new understandings of education for sustainable development and global citizenship (ESD/GC) for research, policy and practice.