Edda Sant
I completed my PhD on the Universitat Autonòma de Barcelona after having worked as Social studies (History and Geography) and Citizenship education teacher, Year and Key Stage Coordinator in different schools in Spain. My research interests lie on the areas of democratic, political, citizenship and history education. My research is driven by a commitment to democratize education and politics. Grounded in theories of radical democracy, particularly the work of Ernesto Laclau and Chantal Mouffe, I am interested in studying three main areas. (1) The democratic possibilities and challenges associated with the political education of young people in both, formal and informal spaces. (2) The role that national and global education might play against/in the democratization of our societies. And, (3) the way political discourses position education as enhancing or restricting equality and plurality of options. I have extensively published in journals and books written in five different languages and published in seven different countries. Among them, I have published in Review of Educational Research, the British Educational Research Journal, the British Journal of Educational Studies and the Cambridge Journal of Education. I have also co-edited a Handbook on Global Citizenship and Education and co-authored a book in the same area.
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In this chapter, we examine justice and global citizenship. More precisely, we discuss how globalization can shed some light to discussions on universal justice and how different approaches to justice can inform more democratic approaches to global citizenship education. We examine three different discourse on justice: economic, recognition and democratic justice. For each discourse, we outline the conceptual underpinnings and we discuss the key implications for global citizenship education. We conclude by examining points of encounter that might help us to identify more justice-oriented practices for global citizenship and education.
in society and discusses the implications of their views for debates and practices in citizenship education. The ways in
which these students (n=112) describe and interpret political participation are analysed using an in-depth and
interpretative approach employing open questionnaires and interviews. The results suggest that most students value
political participation in positive terms and that ‘activist’ students have a more optimistic view of the effectiveness of
participation and especially of new forms of participation such as protests.
In this chapter, we examine justice and global citizenship. More precisely, we discuss how globalization can shed some light to discussions on universal justice and how different approaches to justice can inform more democratic approaches to global citizenship education. We examine three different discourse on justice: economic, recognition and democratic justice. For each discourse, we outline the conceptual underpinnings and we discuss the key implications for global citizenship education. We conclude by examining points of encounter that might help us to identify more justice-oriented practices for global citizenship and education.
in society and discusses the implications of their views for debates and practices in citizenship education. The ways in
which these students (n=112) describe and interpret political participation are analysed using an in-depth and
interpretative approach employing open questionnaires and interviews. The results suggest that most students value
political participation in positive terms and that ‘activist’ students have a more optimistic view of the effectiveness of
participation and especially of new forms of participation such as protests.