Global Citizenship as Education for Peacebuilding in a Divided Society: Structural and Contextual Constraints on the Development of Critical Dialogic Discourse in Schools

Autor/inn/en	Reilly, Jacqueline; Niens, Ulrike
Titel	Global Citizenship as Education for Peacebuilding in a Divided Society: Structural and Contextual Constraints on the Development of Critical Dialogic Discourse in Schools
Quelle	In: Compare: A Journal of Comparative and International Education, 44 (2014) 1, S.53-76 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2013.859894
Schlagwörter	Global Approach; Citizenship Education; Intergroup Relations; Intercultural Communication; Peace; Teacher Attitudes; Critical Thinking; Reflection; Controversial Issues (Course Content); Foreign Countries; Case Studies; Conflict; Political Issues; Social Bias; Focus Groups; Questionnaires; Student Attitudes; Secondary Schools; Semi Structured Interviews; Educational Resources; Teacher Education; Consciousness Raising; Environmental Influences; Teaching Methods; Mixed Methods Research; United Kingdom (Northern Ireland) + Suchen Sie Ihr Suchwort? Globales Denken; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Intergruppenbeziehungen; Interkulturelle Kommunikation; Frieden; Lehrerverhalten; Kritisches Denken; Controversial issues; Kontroverse; Ausland; Case study; Fallstudie; Case Study; Konflikt; Politischer Faktor; Fragebogen; Schülerverhalten; Sekundarschule; Bildungsmittel; Lehrerausbildung; Lehrerbildung; Bewusstseinsbildung; Environmental influence; Umwelteinfluss; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	In post-conflict and divided societies, global citizenship education has been described as a central element of peacebuilding education, whereby critical pedagogy is seen as a tool to advance students' thinking, transform their views and promote democratic behaviours. The present study investigates understandings of and attitudes to global citizenship and the challenges faced in its implementation. Teacher interviews highlight lack of time and resources for critical reflection and dialogue. Where opportunities for relevant training are provided, this can benefit critical engagement. Boundaries of educational systems and structures also influence pupils' understandings of the issues as evidenced in questionnaire findings. We argue that critical pedagogies may be limited unless criticality and activism transcend local and global issues and are applied to schools themselves. Emotional engagement may be required for teachers to claim the space to critically reflect and share with colleagues within and beyond their sectors in order to enable critical discourse amongst pupils. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10