Education for Global Citizenship in a Divided Society? Young People's Views and Experiences

Autor/inn/en	Niens, Ulrike; Reilly, Jacqueline
Titel	Education for Global Citizenship in a Divided Society? Young People's Views and Experiences
Quelle	In: Comparative Education, 48 (2012) 1, S.103-118 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2011.637766
Schlagwörter	Controversial Issues (Course Content); Citizenship; Stereotypes; Citizenship Education; Focus Groups; Conflict; Young Adults; Foreign Countries; Global Education; Student Attitudes; Elementary Secondary Education; Phenomenology; World Views; Cultural Pluralism; Cultural Differences; United Kingdom (Northern Ireland) + Suchen Sie Ihr Suchwort? Controversial issues; Kontroverse; Staatsbürgerschaft; Klischee; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Konflikt; Young adult; Junger Erwachsener; Ausland; Globales Lernen; Schülerverhalten; Phenomenological psychology; Phänomenologie; Psychologie; World view; Weltanschauung; Kulturpluralismus; Kultureller Unterschied
Abstract	Global citizenship education has been suggested as a means of overcoming the limitations of national citizenship in an increasingly globalised world. In divided societies, global citizenship education is especially relevant and problematic as it offers the opportunity to explore identities and conflict in a wider context. This paper therefore explores young people's understandings of global citizenship in Northern Ireland, a divided society emerging from conflict. Results from focus groups with primary and post-primary pupils reflect some theoretical conceptualisations of global citizenship, including an awareness of global issues, understandings of environmental interdependence and global responsibility, though other elements appear to be less well understood. We argue that global citizenship education will fail to overcome engrained cultural divisions locally and may perpetuate cultural stereotypes globally, unless local and global controversial issues are acknowledged and issues of identity and interdependence critically examined at both levels. (Contains 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10