Practitioner Perspectives on Learning for Social Change through Non-Formal Global Citizenship Education

Autor/in	Brown, Eleanor J.
Titel	Practitioner Perspectives on Learning for Social Change through Non-Formal Global Citizenship Education
Quelle	In: Education, Citizenship and Social Justice, 13 (2018) 1, S.81-97 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1746-1979
DOI	10.1177/1746197917723629
Schlagwörter	Social Change; Citizenship Education; Global Education; Nonformal Education; Transformative Learning; Nongovernmental Organizations; Learning Activities; Social Networks; Learning Theories; Semi Structured Interviews; Participant Observation; Focus Groups; Attitude Change; Life Style; Community Change; Adult Education; Student Attitudes; Teacher Attitudes; Educational Opportunities; Foreign Countries; United Kingdom (Great Britain); Spain + Suchen Sie Ihr Suchwort? Sozialer Wandel; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Globales Lernen; Non-formal education; Non formal education; Nichtformale Bildung; Pädagogische Transformation; Lernaktivität; Social network; Soziales Netzwerk; Learning theory; Lerntheorie; Teilnehmende Beobachtung; Attitudinal change; Einstellungsänderung; Lebensstil; Adult; Adults; Adult basic education; Adult training; Erwachsenenbildung; Schülerverhalten; Lehrerverhalten; Bildungsangebot; Bildungschance; Ausland; Spanien
Abstract	This article engages with debates about transformative learning and social change, exploring practitioner perspectives on non-formal education activities run by non-governmental organisations. The research looked at how global citizenship education practitioners met their organisation's goals of change for social justice through educational activities. This education is sometimes criticised for promoting small individual changes in behaviour, which do not ultimately lead to the social justice to which it pertains to aim. Findings suggest that this non-formal education aims to provide information from different perspectives and generate critical reflection, often resulting in shifts in attitudes and behaviour. While the focus is often on small actions, non-formal spaces opened up by such education allow for networks to develop, which are key for more collective action and making links to social movements. Although this was rarely the focus of these organisations, it was these steps, often resulting from reflection as a group on personal actions, which carried potentially for social change. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01