Emancipatory and transformative Global Citizenship Education in formal and informal settings. Empowering learners to change structures.

Autor/in	Rieckmann, Marco
Titel	Emancipatory and transformative Global Citizenship Education in formal and informal settings. Empowering learners to change structures.
Quelle	In: Tertium comparationis, 26 (2020) 2, S. 174-186Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1434-1697
DOI	10.25656/01:25339
URN	urn:nbn:de:0111-pedocs-253399
Schlagwörter	Bildungsziel; Kompetenz; Staatsbürgerliche Erziehung; Formale Bildung; Deutschland; Partizipation; Schüler; Strukturwandel; Kompetenz; Emanzipation; Wertorientierung; Kommentar; Interkulturelles Lernen; Globalisierung; Globales Lernen; Informelles Lernen; Formale Bildung; Lehrerrolle; Schüler; Interkulturelles Lernen; Informelles Lernen; Bürgerschaftliches Engagement; Emanzipation; Globales Lernen; Partizipation; Staatsbürgerkunde; Wertorientierung; Globalisierung; Nachhaltige Entwicklung; Strukturwandel; Ehrenamtliche Arbeit; Kommentar; Vignette (Methode); Deutschland
Abstract	This paper examines the vignettes from the perspective of Global Citizenship Education (GCE), with a particular focus on emancipatory and transformative learning in formal and informal settings. Taking reflection on the learning experiences and processes described in the vignettes as a basis, it develops and discusses five theses. This discussion helps to clarify what GCE is, where it is successful, where it fails, and how it should develop. While this paper acknowledges the relevance of incidental learning for GCE - and thus the bottom-up, emic approach that is the focus of this special issue, analysis of the experiences presented in the vignettes shows that incidental learning is not a simple matter where GCE is concerned. It can also lead to outcomes that are not in the spirit of GCE, and may even run counter to it. Learning environments should be structured in such a way as to facilitate the development of global citizenship competencies, create a sense of belonging and solidarity, and enable students to reflect critically on power structures and contribute to the transformation of those structures. Teachers can contribute to this by deploying emancipatory, transformative pedagogies in the classroom but also by creating opportunities for incidental learning in line with GCE or by addressing the outcomes of incidental learning in the classroom and making it amenable to reflection. Teachers need appropriate (GCE) competencies to enable them both to deploy emancipatory, transformative pedagogies and to support incidental learning. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/1