Learning to globalise: Socrates,US education abroad,and the boundaries of citizenship

This article interprets interview-based research to reveal an incongruity between coinciding discourses of the twenty-first-century global marketplace and aspirations to universal equality, both contained within the claim that American university students must study abroad to become ‘global citizens’. It argues that there are deep tensions between two very different images of what citizenship entails – one treats education as a zero-sum means towards the maximisation of a specific set of bounded interests, while the other pictures education as a site of deliberation. It then reassesses both in light of an ethic of paradoxical self-critique to which both inadvertently lay claim.     

全球化背景下世界公民教育的理念与实践

全球化时代要求未来公民不仅要具有国际视野与全球意识,而且需要他们发展从社区到全球所有层次公民参与的能力。而世界公民教育就旨在将儿童塑造成具有全球思维且能负责任参与的世界公民。探讨全球化背景下世界公民教育的理念内涵、实践中的具体实施策略及其未来发展取向,希望为推进我国世界公民教育的开展提供参考与借鉴。     

生态伦理学在环境教育中的地位与作用

生态伦理学与环境教育的产生与发展有着共同的时代与社会背景，肩负着共同的历史使命一培养具有环境道德的新世纪国际公民。生态伦理学是环境教育的重要理论基础和支柱，在环境教育中处于核心地位。作为环境教育的主要内容和理论体系，生态伦理学除本身具有环境教育的功能外，它对环境教育起指导作用。     

The impact of migration on national identity in a globalized world: a comparison of civic education curricula in England,France and Ireland

This article examines the extent to which citizens of migrant origin are included within discourses of national identity in civic education curricula in England, France and Ireland. We explore how much space is given to citizens of migrant origin in discourses of national identity in civic education curricula and how they fit with central values normalized by a higher degree of recognition in schools. Although early immigration systems assumed that incorporation of migrants into the national polity would take place via socialization in education, the failure to include citizens of migrant origin in the contemporary ‘imagined community’ articulated in civic education discourses risks marginalizing some citizens which gives rise to a sovereignty gap. The disparity between legal and cultural belonging of some individuals in Western Europe presents a major challenge for education systems which are tasked with making national identity discourse resonate with a globalized citizenry. The study found that despite commonalities around the promotion of human rights and democracy, civic education curricula diverge with regard to representation of religion. Moreover, nationalistic aspects of the French model contrast with a multicultural, and recently global, approach to citizenship education in England and the promotion of European citizenship in Ireland.     

Globalisation and citizenship education

This article discusses the notion of globalisation by reference to several of its proponents and critics. Issues of citizenship education in an era of global electronic communications are examined and the author argues that citizenship education that has a global dimension will necessarily be concerned with economic, social and political inequalities between citizens both within and between nation states. Global divisions involve fundamental inequalities of resources, rights to residence and much else. Since globalisation invokes differing responses from citizens around the world and within nation states it is likely that global citizenship education will have varied effects.     

Global citizens or global workers? Comparing university programmes for global citizenship education in Japan and the UK

Abstract

The implementation of global citizenship programmes at universities has been taking place against a backdrop of growing internationalisation and marketisation in higher education, leading some to conclude that universities are cultivating global workers rather than global citizens. This small-scale exploratory study aimed to investigate these claims through the comparison of global citizenship education (GCE) programmes in two contrasting contexts – the UK and Japan. Through a combination of quantitative and qualitative content analysis, our findings suggest that the universities in both the UK and Japanese contexts demonstrate examples of adaptation and localisation of GCE to fit with institutional commitments, and both universities have significant elements of employability agendas infused into their programmes. We argue that while different in many respects, the two programmes both demonstrate an adaptation of GCE to fit within broader internationalisation strategies aimed at maximising global competitiveness and an alignment with the neoliberal trends shaping the global higher education sector.     

Lifelong education for subjective well-being: how do engagement and active citizenship contribute?

This article addresses the question: how can lifelong education contribute to subjective well-being by engaging learners and fostering active citizenship? The question arises due to the fact that governments in the western world have identified well-being as an important policy driver. Well-being research suggests that subjective well-being, student engagement and active citizenship are interconnected—that engagement and active citizenship contribute to subjective well-being. The paper discusses three emerging views about how lifelong education can engage learners in active citizenship. One conforms to mainstream views that lifelong education must prepare learners for success in a globalized world as global citizens. Another holds that lifelong education must be reformed to create global citizens who contribute to social well-being. A third view aligns with social critical perspectives that lifelong education must advance well-being through social justice. The paper concludes by discussing how conforming, reforming and radical views about lifelong education can enhance active citizenship, engagement and well-being.     

全球公民教育的理念与实践

随着全球化趋势的增强,相互依存度的增加,全球性问题的出现及解决,均需要具有全球意识并为之行动的全球公民,由此在原有民族国家公民教育的基础上衍生出了全球公民教育,且对这一教育产生了一定的共识。当今发达国家的学者对全球公民教育的理念进行了较为深入的探讨并在其教育教学实践中有所体现。尽管对此教育的理念还存在争议,且实现这一理念的教育实践不尽一致,但其精神实质则是趋于相同的。     

后“9·11”时代美国教育外交战略及其对中国的启示

后"9·11"时代,美国积极发展新形式教育外交,以软实力理论为理论基础,强调将教育作为软实力的资源生产者和重要平台,发挥美国文化、政治价值观念和外交政策在全球的吸引力、感召力和同化力。美国既注重培养美国公民的全球素养,又注重塑造他国精英的美国精神,在双重维度下构筑并实施教育外交政策体系。借鉴美国的教育外交战略,中国需将教育外交纳入中国特色大国外交体系,从教育自觉走向教育自信,发挥在全球教育治理中的重要作用,注重培养中国国民的全球素养,并塑造外国精英的中国精神。     

Navigating complexity,culture, collaboration,and emotion: student perspectives on global justice and global justice education

Recent years have seen increasing scholarly attention to the ways in which colleges and universities might contribute to educating ‘global citizens’ who work toward addressing injustice and inequity. The present study examines the experiences and perspectives of students participating in an upper level ‘global justice inquiry’ course designed to help meet this goal. Drawing from interviews with students and reflections submitted as part of their course assessment, we explore participants’ developing understanding of global justice and their experiences of learning about this topic. This investigation reveals key issues that students highlight and with which they sometimes struggle, including the complexity of global challenges, the importance of collaboration in attempting to address such challenges, the significance of navigating cultural considerations, and the potential influence of emotion on understanding and action. Implications of these findings, including the potential value of considering these issues as threshold concepts in global justice education, are discussed.     

Globalization and the Development of Multinational Curriculum

The process of globalization has posed great challenges to the twenty-first century education in every single nation.In response to these challenges,scholars and curriculum theorists have advocated to develop transnational and multinational curriculum to meet the requirements of global citizens.To be specific,26 experts from nine nations worked on a multinational curriculum project for four years.The final product is a set of curriculum recommendations on education for global citizenship.Despite the success of this project,various challenges also exist for those who work on developing multinational curriculum.     

Internationalisation,planetary citizenship and Higher Education Inc.

The internationalisation of higher education aims to produce ‘citizens that feel at home in the world’ but the process is driven by both economic and educational motivations. Today, the international community aspires to promote Education for Sustainable Development (ESD) and Education for Democratic Citizenship (EDC), together planetary citizenship, and with them emphases on personal and ethical responsibilities to the environment and future that contrast with current competitive individualism. Driven by rising numbers of international students, curricula are already shifting toward more global assessments of society and environment. However, progress is being impeded by management systems that take commerce as their model. While instructors strive to ensure that learners consider their responsibilities through ESD and EDC, their message is being contradicted by their context. Since learners learn from their total environment, not just in classrooms, changes are required. Granting greater attention to sustainability issues and the empowerment of learners and teachers would allow a better constructive alignment between educational and economic imperatives.     

What is global education and where is it taking us?

Global education began as a movement to reform education and society in the 1960s and 1970s, through the work of educationalists, NGOs and also intergovernmental organisations. The global approach seeks to break with a curriculum that is grounded in subject knowledge and national culture. Instead, it seeks to explore alternative rationales for education and alternate futures. A second wave of global or international education occurred from the 1990s alongside discussion of globalisation, which brought the movement into mainstream education. One of the characteristics of global/international education is its ambiguity. It seeks to break with the past curriculum, but it is not always clear what will take its place. For some, preparing young people for the global market is foremost, while others aim to facilitate the child's sense of himself or herself as a personal being. What is common to both is a desire to challenge the boundaries that previously gave meaning to education (especially theoretical knowledge and culture) and a search for meaning and opportunity in the projection of power beyond national boundaries. We conclude by questioning whether children are adequately prepared to act as global citizens without an education based on academic knowledge and an ethical framework that is culturally grounded.     

现代化、民主国家与公民教育

民主国家是现代化的政治前提。民主国家的建构离不开民主参与,即民主观念指导下的公民参与。其中,民主观念是民主国家建构的动力源,公民参与是民主国家建构的政治保障。而公民的民主观念和政治参与不是凭空出现的,二者与公民及其教育紧密相连,息息相关,并且需要公民教育的积极推动。可见,民主国家是考察现代化进程中公民教育功能的逻辑起点。     

公民教育目标的当代建构

公民教育当以培养时代公民为目标。公民是一个历史的概念,时代不同,公民的身份和素质要求不同。公民不是臣民,就在于他是一个权利主体;公民不是私民,就在于他参与公共生活。不同时代公民公共生活性质和范围不同,当代公民不仅生活在民族国家内,还生活在公民社会和全球社会中,因此,当代公民应当是权利公民、国家公民、社会公民和世界公民四重身份的统一。公民教育应该在个人生活、国家生活、社会生活、国际生活中培养具有公民知识、能力、德行、能力的复合型公民。     

人本价值理论与社区教育发展前景

社区教育的人本价值就是将人作为社区教育活动的出发点和最终归宿,从而实现人的全面发展。社区教育要实现以人为本,教育对象要面向社区全体成员,教育过程要发挥学习者的积极主动性,教育内容要满足居民的不同学习需求,形式手段要多样化,时间要持续人的一生。     

Educating global citizens: a good ‘idea’ or an organisational practice?

Higher education emphasises training and skills for employment, yet while the ‘idea’ of educating global citizens appears in university discourse, there is limited evidence demonstrating how the ‘idea’ of the global citizen translates into practice. Recent research emphasises a desire for graduates to be local and global citizens with ethical and critical capacities for global workforce preparedness. The purpose of this paper is to explore the university responsibility for translating the ‘idea’ of the ethical thinking global citizen into practice. Semi-structured interviews were undertaken with higher education experts (n?=?26). The interpretive research is discussed through the themes: Constructing the global citizen, Enacting the global citizen, Legitimating the global citizen and The sidelining context (italics used to distinguish research themes in text). The paper contributes to higher education discourse on a contested and topical issue.     

Examining models of twenty-first century education through the lens of Confucian cosmopolitanism

ABSTRACT

Today, the intensification of global interconnectivity is a key characteristic of the twenty-first century. This has spurred governments and policymakers to envision how best to equip future-ready citizens who can navigate increasingly globalized workplaces resulting in the worldwide popularity of models that articulate twenty-first century competencies. Twenty-first century education models perpetuated by transnational and multinational organizations posit an idealized vision of the future-ready citizen equipped with requisite skills to compete in the global economy. Informed by economic rationality, such models promote a consequentialist approach to education where the primary aim of schools is to develop citizens as human capital who can thrive in globalized workplaces and ultimately contribute to the progress of their nation. In this paper, I focus on the twenty-first century education model currently infused across schools in Singapore. Using this as an example, I examine models of twenty-first century education from the lens of Confucian cosmopolitanism. I explore how the application of Confucian cosmopolitanism can facilitate an ethical re-orientation of twenty-first century education that shifts the focus from instrumental competencies to humanistic virtues needed for a more hospitable future.     

教育转型·人的转型·公民教育

社会转型必然伴随着教育的转型。教育的自觉转型以人的转型为核心。公民是当代中国人之转型所在,公民教育也因此成为当代中国教育转型之所在。公民教育不是政治教化,也不只是公民意识教育,而是一种以培养公民完整素质为宗旨的新的教育形态。个人主体性和公共性是公民的两个基本品质。当代公民的公共性已从传统的国家公民延伸到社会公民和世界公民。因此,当代公民需要具备个人公民、社会公民、国家公民、世界公民等多重身份,我们也必须以具备多重身份的复合型公民的要求来设计公民教育的层次与目标。     

Collaborating on global priorities: science education for everyone—any time and everywhere

Building on the key ideas from Dana Zeidler’s paper I expand the conversation from the standpoint that the challenges facing humanity and the capacity of Earth to support life suggest that changes in human lifestyles are a priority. Accordingly, there is an urgent need to educate all humans about some of the science-related grand challenges, such as global warming and wellness. The key is to enact programs that have relevance to all citizens, irrespective of: age, location, language proficiency, economic resources, religion, gender, sexual preference, and level of prior education. Since significant changes are needed in human lifestyles the current emphasis on preK-12 science education needs to be expanded to cover all humans and the places in which education occurs should be everywhere. I explore the use of a multilogical framework to conceptualize science and thereby transform science education in ways that better relate to priorities of wellness and harmony in the ecosystems that sustain life on Earth. I illustrate the potential of multilogicality in a context of complementary medicine, using three frameworks: Jin Shin Jyutsu, an ancient system of medicine; a diet to reduce inflammation; and iridology. Use of a multilogical framework to conceptualize science provides opportunities for science education to focus on education for literate citizenry (birth–death) and responsible action, connect to the massive challenges of the present, and select content that has high relevance to sustainability, wellness, and well-being at local, national, and global levels.