What Kind of Global Citizen? A Framework for Best Practices in World History Civic Education

Autor/in	Muetterties, Carly C.
Titel	What Kind of Global Citizen? A Framework for Best Practices in World History Civic Education
Quelle	In: Education, Citizenship and Social Justice, 17 (2022) 2, S.103-121 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Muetterties, Carly C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1746-1979
DOI	10.1177/17461979211038502
Schlagwörter	Best Practices; World History; History Instruction; Democracy; Global Approach; Civics; Correlation; Teaching Methods; Citizenship Education; Epistemology; Interdisciplinary Approach; Guidelines; Neoliberalism; Nationalism; Social Systems; Political Attitudes; Justice + Suchen Sie Ihr Suchwort? Weltgeschichte; History lessons; Geschichtsunterricht; Demokratie; Globales Denken; Staatsbürgerkunde; Korrelation; Teaching method; Lehrmethode; Unterrichtsmethode; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Erkenntnistheorie; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Richtlinien; Neo-liberalism; Neoliberalismus; Nationalismus; Social system; Soziales System; Political attitude; Politische Einstellung; Gerechtigkeit
Abstract	Scholars have long identified fostering democratic citizenship as a primary purpose of public schooling in the United States, as schools should intentionally prepare students with the knowledge and skills needed for active, informed democratic citizenship. In addition, global interconnectedness has reshaped needed civic competencies to participate in civic life. This conceptual article considers the intersections between civic and world history education, assessing the relationship between the two disciplines in order to create a framework of best practices in world history civic education. Global citizenship discourse is analyzed using this framework, considering how different forms may reinforce or undermine world history's purpose of preparing students with pluralist understandings for global democratic living. Drawing on components of history education, world history, and global citizenship education scholarship, this article seeks to establish epistemological clarity as to how world history can contribute to meaningful civic education and vice versa. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01