Towards a Critical Global Citizenship?: A Comparative Analysis of GC Education Discourses in Scotland and Alberta

Dalene M Swanson; Karen Pashby

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영문초록

Global citizenship has increasingly become common parlance in education curricula internationally. Yet, it can be argued that in many instances, especially in official curriculum documents, Global Citizenship Education (GCE) tends to ignore critical engagement with ethics and complexity that inform global inequities worldwide, and often fails to achieve the self-reflective political consciousness called forth by a critical GCE. In this paper, we compare conceptualizations of GCE in the Alberta Social Studies curriculum, Canada, and in the Scottish national curriculum, Curriculum for Excellence. We consider the extent to which these documents and attending discourses open up critical discursive spaces for complex, ethical understandings and calls to action related to global injustices and political responsibilities, or foreclose important opportunities.

I. Introduction: Global Citizenship Education in Context
II. Context: Scotland and Alberta
III. Theoretical Framework: Critical Global Citizenship Education in Post-modernist Context
IV. Methodological Approach
V. Global Citizenship Education: Alberta Curriculum
VI. Global Citizenship Education: Scottish Curriculum
VII. Discussion - analysis and comparison
VIII. Conclusion
References

키워드

critical Global Citizenship Education GCE Scottish Curriculum for Excellence Alberta Social Studies global justice ethics

참고문헌 (49건)

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