Visiting the Forced Visitors -- Critical and Decentered Approach to Global Citizenship Education as an Inclusive Educational Response to Forced Youth Migration

Autor/inn/en	Harðardóttir, Eva; Jónsson, Ólafur Páll
Titel	Visiting the Forced Visitors -- Critical and Decentered Approach to Global Citizenship Education as an Inclusive Educational Response to Forced Youth Migration
Quelle	In: Journal of Social Science Education, 20 (2021) 2, S.26-46 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1618-5293
Schlagwörter	Global Approach; Citizenship Education; Educational Philosophy; Teaching Methods; Immigrants; Refugees; Cross Cultural Studies; Inclusion; Foreign Countries; Educational Theories; Models; Civil Rights; Equal Education; Neoliberalism; Epistemology; Educational Practices; Iceland; United Kingdom; Norway + Suchen Sie Ihr Suchwort? Globales Denken; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Bildungsphilosophie; Erziehungsphilosophie; Teaching method; Lehrmethode; Unterrichtsmethode; Immigrant; Immigrantin; Immigranten; Flüchtling; Cultural comparison; Kulturvergleich; Inklusion; Ausland; Educational theory; Theory of education; Bildungstheorie; Analogiemodell; Bürgerrechte; Grundrechte; Zivilrecht; Neo-liberalism; Neoliberalismus; Erkenntnistheorie; Bildungspraxis; Island; Großbritannien; Norwegen
Abstract	Purpose: To explore the role and possibilities of Global Citizenship Education (GCE) in attending to neglected aspects of inclusive education when responding to forced youth migration in Europe. Approach: We discuss different approaches to GCE within the literature, their implications for refugee students within national educational settings and give an example of how critical GCE can be practiced in education. Finding: Drawing on theoretical work of John Dewey and Hannah Arendt, in conjunction with more recent theoretical work on global citizenship within education, we argue that a critical and decentered model of GCE is important to support processes of inclusion and citizenship for refugee youth within national educational settings. Implications: We apply and discuss the suggested theoretical approach in relation to pedagogical practices developed as a part of an ongoing research project on irregular processes of inclusion and citizenship for migrant and refugee youth in Iceland, Norway, and the UK. (As Provided).
Anmerkungen	Journal of Social Science Education. Bielefeld University Faculty of Sociology, Universitätsstraße 25, 33615 Bielefeld, Germany. Tel: +49-521-106-3985; Fax: +49-521-106-153986; e-mail: info@jsse.org; Web site: http://www.jsse.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01