ABSTRACT
Offering contributions and vignettes from teachers, school leaders, and scholars, this volume purposefully dismantles practitioner-academic divides to invite dialogue around diverse understandings of global citizenship education (GCE).
Recognizing that the field of GCE is often explored and conceptualized by educators and academics in silos, this book confronts this issue by focusing on how schools, educators, and researchers can together support the enactment of GCE in international and national settings. In doing so, issues of westernization, inequality, access, and divergence between GCE policy and practical implementation can be overcome. The novel dialogical format links together theory, practice, and lived experience to create discourses between voices that are rarely connected. Ultimately, this volume offers important insights for those aiming to make equitable GCE a reality in schools worldwide and illustrates the value of collaborative dialogic exchange.
This text will benefit scholars, academics, and students in the fields of international and comparative education, the sociology of education, and citizenship more broadly. Those involved with multicultural education policy and citizenship in the context of political sociology and social policy will also benefit from this volume.
TABLE OF CONTENTS
chapter |11 pages
Introduction
part One|73 pages
Dismantling Normative Understandings of Global Citizenship Education
chapter Chapter One|10 pages
Decolonizing Global Citizenship
chapter Chapter Two|10 pages
Challenging Universalisms
chapter Chapter Four|11 pages
Contrasting Perspectives on Global Citizenship in Practice
chapter Chapter Five|10 pages
How Does National or Transnational Identity Influence Students' Understandings of Global Citizenship?
chapter Chapter Six|10 pages
Global Footprints
part Two|93 pages
Optimizing Global Citizenship Education Practice through Dialogic Exchange