Global Citizenship Education and Human Rights Education: Are They Compatible with U.S. Civic Education?

Autor/in	Fernekes, William R.
Titel	Global Citizenship Education and Human Rights Education: Are They Compatible with U.S. Civic Education?
Quelle	In: Journal of International Social Studies, 6 (2016) 2, S.34-57 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2327-3585
Schlagwörter	Civics; Citizenship Education; Global Approach; Global Education; Civil Rights; Comparative Education; Models; Educational Objectives; Core Curriculum; Social Studies; Educational Practices; Educational Principles; Foreign Countries; United Kingdom (Great Britain); United Kingdom (Scotland); United States + Suchen Sie Ihr Suchwort? Staatsbürgerkunde; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Globales Denken; Globales Lernen; Bürgerrechte; Grundrechte; Zivilrecht; Vergleichende Erziehungswissenschaft; Analogiemodell; Educational objective; Bildungsziel; Erziehungsziel; Kerncurriculum; Gemeinschaftskunde; Bildungspraxis; Bildungsprinzip; Ausland; USA
Abstract	Global citizenship education (GCE) and human rights education (HRE) offer substantive contributions to civic education. Interconnections between the fields exist in curricula from intergovernmental organizations (UNESCO), non-governmental organizations (Oxfam Great Britain) and national ministries (Learning and Teaching Scotland). This essay explores how civic education curricula, learning outcomes, and teacher preparation can be developed to enhance the roles played by GCE and HRE in U.S. civic education. Analysis of the relationships between GCE and HRE yields these conclusions: (1) global citizenship education programs share a philosophy of cosmopolitanism, commitments to universal human rights norms, respect for cultural diversity and sustainable development, and issues-based curriculum designs; (2) a high degree of compatibility exists between GCE program goals and the goals of the values-awareness-socialization HRE model; and (3) this strong compatibility does not extend to the accountability-professional development or the activism-transformation models of HRE. Implementing GCE faces major obstacles, notably emphases on national identity in nation-state civic education, the potential incompatibility between national interests and cosmopolitan commitments in the study of global issues, and the low commitment to GCE or HRE in teacher preparation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01