Cultivating Global Citizens: Planting New Seeds or Pruning the Perennials? Looking for the Citizen-Subject in Global Citizenship Education Theory

Autor/in	Pashby, Karen
Titel	Cultivating Global Citizens: Planting New Seeds or Pruning the Perennials? Looking for the Citizen-Subject in Global Citizenship Education Theory
Quelle	In: Globalisation, Societies and Education, 9 (2011) 3-4, S.427-442 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7724
DOI	10.1080/14767724.2011.605326
Schlagwörter	Citizenship; Citizenship Education; Foreign Countries; English; Global Approach; Global Education; Political Attitudes; Teaching Methods; Social Justice; Citizenship Responsibility; Power Structure; Educational Philosophy; Democracy; Canada; United Kingdom; United States + Suchen Sie Ihr Suchwort? Staatsbürgerschaft; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Ausland; English language; Englisch; Globales Denken; Globales Lernen; Political attitude; Politische Einstellung; Teaching method; Lehrmethode; Unterrichtsmethode; Soziale Gerechtigkeit; Bildungsphilosophie; Erziehungsphilosophie; Demokratie; Kanada; Großbritannien; USA
Abstract	This paper engages with a selection of scholarly writing in English that was published in the last decade and written from particular liberal democratic contexts (predominantly the UK, the USA, and Canada). The literature diagnoses the need for a more complex theory of citizenship education and theorises schooling for citizenship in a global orientation. The analysis calls for more explicit attention to the assumptions about the citizen subject student, the "who" of global citizenship education (GCE). Overall, the findings suggest the assumed subject of GCE pedagogy is the autonomous and European citizen of the liberal nation-state who is seen as normative in a mainstream identification as citizen and who must work to encourage a liberal democratic notion of justice on a global scale by "expanding" or "extending" or "adding" their sense of responsibility and obligation to others linearly through the local to national to global community. Thus, this theoretical work contributes a more complex notion of the citizen-subject to accommodate more diversity and to begin to recognise unequal power relations. Ultimately, however, the conceptualisation of global citizen education assumes a particular normative national citizen, and this assumption must be probed and made more explicit. (Contains 13 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10