Preservice Teachers' Views of Global Citizenship and Implications for Global Citizenship Education

Autor/inn/en	Bruce, Judy; North, Chris; FitzPatrick, Jessica
Titel	Preservice Teachers' Views of Global Citizenship and Implications for Global Citizenship Education
Quelle	In: Globalisation, Societies and Education, 17 (2019) 2, S.161-176 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (North, Chris)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7724
DOI	10.1080/14767724.2018.1558049
Schlagwörter	Teacher Attitudes; Citizenship Education; Global Approach; Cultural Pluralism; Preservice Teachers; Student Attitudes; Humanism; Teaching Methods; Knowledge Economy; Preservice Teacher Education; Secondary School Teachers; Foreign Countries; Ethnocentrism; Cultural Awareness; Social Justice; Peace; New Zealand + Suchen Sie Ihr Suchwort? Lehrerverhalten; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Globales Denken; Kulturpluralismus; Schülerverhalten; Humanismus; Teaching method; Lehrmethode; Unterrichtsmethode; Knowledge society; Economy; Wissensgesellschaft; Wirtschaft; Lehramtsstudiengang; Lehrerausbildung; Ausland; Ethnozentrismus; Cultural identity; Kulturelle Identität; Soziale Gerechtigkeit; Frieden; Neuseeland
Abstract	Global citizenship (GC) is becoming increasingly significant as a desirable graduate attribute in the context of increasing globalisation and cultural diversity. However, both the means and ends of GC education are influenced by a divergent range of conceptualizations. The aim of this research project was to investigate preservice teachers' understandings of global citizenship, with a particular focus on cultural diversity. Pre-service teachers (PSTs) participated in interviews, and findings indicated that they were uncertain about the idea of global citizenship, sought harmony and a desire for sameness in culturally diverse relationships, and held ethnocentric, paternalistic and salvationist views about the 'Other'. Drawing on these findings, we present a framework incorporating technicist, humanistic and postcritical conceptions as a tool for analysis of GCE approaches, their means and ends. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01