Critical Global Competence and the C3 in Social Studies Education

Autor/in	Harshman, Jason
Titel	Critical Global Competence and the C3 in Social Studies Education
Quelle	In: Social Studies, 107 (2016) 5, S.160-164 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-7996
DOI	10.1080/00377996.2016.1190915
Schlagwörter	Social Studies; Global Education; Citizenship Education; Critical Reading; Global Approach; Academic Standards; Critical Theory; Competency Based Education; Critical Thinking; Professional Associations; Food; Social Justice + Suchen Sie Ihr Suchwort? Gemeinschaftskunde; Globales Lernen; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Kritisches Lesen; Globales Denken; Kritische Theorie; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Kritisches Denken; Lebensmittel; Soziale Gerechtigkeit
Abstract	Research in global education has turned toward global citizenship education and the fostering of a more critical reading of the tenets of "soft" global education laid out over four decades ago in Hanvey's (1976) "An Attainable Global Perspective." Interested in skill building and informed application of concepts forwarded within critical approaches to global education, this article brings the NCSS C3 inquiry arc together with standards for Global Competence Education within social studies education. Using food insecurity as an example, the conceptualization provided demonstrates how coupling the C3 with the Global Competence standards creates a framework that social studies educators can use to prepare students to participate as informed, responsible, and critically minded change agents within complex and unequal global systems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01