Preservice teachers’ views of global citizenship and implications for global citizenship education (2019)
Type of ContentJournal Article
PublisherInforma UK Limited
© 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group. Global citizenship (GC) is becoming increasingly significant as a desirable graduate attribute in the context of increasing globalisation and cultural diversity. However, both the means and ends of GC education are influenced by a divergent range of conceptualizations. The aim of this research project was to investigate preservice teachers’ understandings of global citizenship, with a particular focus on cultural diversity. Pre-service teachers (PSTs) participated in interviews, and findings indicated that they were uncertain about the idea of global citizenship, sought harmony and a desire for sameness in culturally diverse relationships, and held ethnocentric, paternalistic and salvationist views about the ‘Other’. Drawing on these findings, we present a framework incorporating technicist, humanistic and postcritical conceptions as a tool for analysis of GCE approaches, their means and ends.
CitationBruce J, North C, FitzPatrick J (2019). Preservice teachers’ views of global citizenship and implications for global citizenship education. Globalisation, Societies and Education. 17(2). 161-176.
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KeywordsInitial teacher education; global citizenship education; cultural diversity; knowledge societies; postcritical
ANZSRC Fields of Research39 - Education::3901 - Curriculum and pedagogy::390102 - Curriculum and pedagogy theory and development
13 - Education::1303 - Specialist Studies in Education::130313 - Teacher Education and Professional Development of Educators
39 - Education::3903 - Education systems::390303 - Higher education
47 - Language, communication and culture::4702 - Cultural studies::470210 - Globalisation and culture
47 - Language, communication and culture::4702 - Cultural studies::470212 - Multicultural, intercultural and cross-cultural studies
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