The Gendering of Global Citizenship: Findings from a Large-Scale Quantitative Study on Global Citizenship Education Experiences

Autor/inn/en	Tormey, Roland; Gleeson, Jim
Titel	The Gendering of Global Citizenship: Findings from a Large-Scale Quantitative Study on Global Citizenship Education Experiences
Quelle	In: Gender and Education, 24 (2012) 6, S.627-645 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2011.646960
Schlagwörter	Student Attitudes; Citizenship Education; Feminism; Gender Differences; Educational Experience; Females; Statistical Analysis; Coeducation; Single Sex Schools; Equal Education; Questionnaires; Catholic Schools; Foreign Countries; Secondary School Students; Ireland + Suchen Sie Ihr Suchwort? Schülerverhalten; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Feminismus; Geschlechterkonflikt; Bildungserfahrung; Weibliches Geschlecht; Statistische Analyse; Koedukation; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Fragebogen; Katholische Schule; Ausland; Sekundarschüler; Irland
Abstract	The growing literature on the gendering of citizenship and citizenship education highlights that western notions of "citizenship" have often been framed in a way that implicitly excludes women. At the same time, insofar as feminist writers have addressed citizenship, they have tended to see it in largely local and national terms. While feminist literature has laid the groundwork for understanding how schools have shaped and structured a gendered citizenry, there is a lack of large-scale quantitative data which might allow us to explore the intersection between gender and global citizenship education. Drawing on a large-scale quantitative study on development education/global citizenship education in second-level schools, the data presented here suggest that emergent notions of global citizenship are being gendered in schools. The data suggest that girls' schools are more likely than other types of schools to emphasise a sense of responsibility for, and an analysis of, global inequalities, while differences also emerge between boys' schools and co-educational schools. (Contains 5 tables and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10