Global Citizens: Who Are They?

Autor/inn/en	Bourke, Lorna; Bamber, Philip; Lyons, Minna
Titel	Global Citizens: Who Are They?
Quelle	In: Education, Citizenship and Social Justice, 7 (2012) 2, S.161-174 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1746-1979
DOI	10.1177/1746197912440858
Schlagwörter	Social Justice; Control Groups; Prosocial Behavior; Citizenship; Social Action; Educational Opportunities; Individual Development; Citizenship Education; Global Approach; Global Education; Educational Needs; Student Characteristics; Learning Activities; Skill Development; Beliefs; Attitude Change + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Staatsbürgerschaft; Soziales Handeln; Bildungsangebot; Bildungschance; Individuelle Entwicklung; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Globales Denken; Globales Lernen; Educational need; Bildungsbedarf; Lernaktivität; Kompetenzentwicklung; Qualifikationsentwicklung; Belief; Glaube; Attitudinal change; Einstellungsänderung
Abstract	A growing desire to instigate global citizenship programmes in higher education has led to the development of optional structured opportunities for students to engage in prosocial activities. One of the challenges facing such programmes is to demonstrate and plan for the personal growth of those students. This article reports the dispositional, prosocial and attitudinal characteristics; knowledge and skills; and perceptions of social justice that students who undertake these activities bring to their initial participation. The findings indicate, that in comparison to a control group, the students differ significantly in a number of important ways (for example, conscientiousness, extraversion, openness; Machiavellianism, prosocial behaviour; self-esteem; skills relating to social action and tolerance and understanding and their concern regarding social problems). However, consideration should be given to the ways in which those students can be developed within a framework for social justice. Further, recruitment procedures for citizenship programmes in general should encourage the participation of a more diverse group of students than currently appears to be the case. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10