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Global citizenship education through curriculum-as-relations.
1School of Education and Professional Studies, Griffith University, Room 2.31, Social Sciences Building (M10), Messines Ridge Road, Mt Gravatt, QLD 4101 Australia.
Prospects
|May 24, 2021
Summary
Global citizenship education (GCED) is crucial in our changing world. This article proposes curriculum-as-relations for authentic, critical-translocal learning, moving beyond instrumentalist views.
Area of Science:
- Education
- Social Sciences
- Curriculum Studies
Background:
- The Covid-19 pandemic highlighted the need for enhanced global connectivity and preparedness for disruptive events.
- Educational organizations like UNESCO have increasingly emphasized the importance and rationale for global citizenship education (GCED).
- Existing GCED discourses often frame global competence as instrumental action and view global-local relations simplistically.
Purpose of the Study:
- To review current discourses on global citizenship education (GCED).
- To propose an alternative conceptualization of curriculum for GCED, termed curriculum-as-relations.
- To introduce the concept of authentic critical-translocal learning.
Main Methods:
- Literature review of GCED discourses.
- Conceptual analysis of global competence and global-local relations.
- Development of the curriculum-as-relations framework.
Main Results:
- Identified limitations in current GCED approaches, particularly their instrumentalist and binary perspectives on global-local relations.
- Proposed curriculum-as-relations as a framework for GCED.
- Introduced authentic critical-translocal learning, emphasizing situated praxis and comparison.
Conclusions:
- Curriculum-as-relations offers a more nuanced understanding of global-local dynamics in GCED.
- Authentic critical-translocal learning provides a practical approach to developing global competence.
- This framework encourages a move beyond traditional, ends-means curriculum orientations in GCED.
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