Global Citizenship Education

The purpose of this quantitative descriptive study was to identify elements that may define, describe, or illustrate Global Citizenship. Also, this study provided referral information for additional research, add knowledge to the literature and provide a research-based framework for global citizenship education around the world. The instrument used to collect the data was the “Global Citizenship: Words, Terms and Concepts Survey” (GC-WTC Survey) developed by researchers Méndez- Pagán; Guzmán-Figueroa; Ginorio-Martínez, (2018). This research incorporated participants from all geographical areas, as defined by UNAI (Asia and Pacific, Africa, Arab States, Americas and, Europe and Commonwealth of Independence States (CIS)). This geographical distribution enabled the researchers to collect data to understand what words, terms, and concepts better define global citizenship around the world.
The population for this study was composed of United Nations Academic Impact (UNAI) members and non-members institutions of higher education. A total of 400 participants completed the survey. From that total of participants, 27% were identified as UNAI members institutions and 74% as non-members, also the geographical area with greater participation in this study was the Americas with 83%. Some of the relevant findings were that, of the 102 words, terms, and concepts presented, twenty (22) obtained a 50% or more of total distribution among the participants of the five geographic areas, being the words diversity, globalization, culture, community, and human rights the top five on the list with more than 70% of the total distribution.  Also, findings reflected some differences and similarities in their understanding of global citizenship between geographical areas. Differences between the five geographical areas, proved to be twenty-four (24) words, terms, and concepts, as selected by the participants. As for the similarities, proved to be eight (8) words, terms, and concepts that were consistently selected by the five geographical areas.

Caderno de Viagem. Itinerários Pedagógicos para Educar para a Ecologia Integral pela Cidadania Global – propostas para educadores e educadoras. Coautora. Fundação Gonçalo da Silveira e Associação Casa Velha. Lisboa: julho de 2018.
Coautores: Fundação Gonçalo da Silveira, Anabela Silva, Cláudia Campos, Lídia Eugénio, Noémia Castelão, Paulo Marques, Beatriz Dias, Denis Hickel.

This paper summarizes the symposium contributions as they were presented at the Asian Conference on Language Learning held in Kobe:
(1) Lori Zenuk-Nishide, MUN and Opportunities in Japan; For 15 years, the author has used MUN an EMI curriculum with Japanese students and continued this as Conference Organizer for NMUN Japan in 2016. MUN and related opportunities in Japan will be provided along with research into the positive effects of participation on learner self-efficacy.
(2) Sonoko Saito, Global Jinzai and the Value of Participating in MUN for Japanese Universities; This paper explains the benefits and challenges of MUN in the context of “Global Jinzai Education” for Japanese universities. Many skills developed in MUN match the factors suggested by “Council on Promotion of Human Resource for Globalization Development” to belong to “Global Jinzai,” or the workforce with a global mind.
(3) Neil McClelland, Preparing Delegates for NMUN 2016 – A First-time Experience; The author describes his experiences supporting student-delegates through the various stages of preparing for the NMUN Conference in November 2016. By highlighting web-based resources that proved useful, the paper covers the process of researching and writing an effective Position Paper in advance of the Conference.
(4) Donna Tatsuki, Flipped Classroom, CLIL and Model UN Simulations; The author offers a case study on how a cohort of 28 students (Japanese and non-Japanese L1s) from a consortium of Japan-based universities were prepared for the National Model United Nations during five intensive workshops held over a four-month period in a flipped classroom CLIL framework.

The purpose of this paper is to articulate a set of ethical standards for international volunteer tourism. The standards are focused on promoting fair trade learning principles in the management and operation of volunteer programmes. Because of the unique social mission, research, and evaluation capacities of higher education, we propose first applying these principles specifically to international volunteer programmes operating at the university-community nexus. These standards have emerged through a collaborative, in-person and online process during the last two years with input by numerous concerned global citizens, international education practitioners and researchers, nongovernmental organization representatives, and community members. The document shared below represents current ‘best practice’ for maximizing the benefits and minimizing the negative impacts of volunteer tourism programmes for both host communities and volunteers.

Education for sustainable development (ESD) and global citizenship education (GCEd) have drawn ample attention , particularly following the adoption of the Sustainable Development Goals. This study aims to investigate the individual and institutional-level factors associated with the desired learning outcomes in these areas. The systematic review included 14 studies that documented statistically significant positive outcomes related to ESD and GCEd. The results highlight several factors that may enhance the effectiveness of teaching and learning in these areas. It revealed the need for future studies to address variables related to learners' characteristics and organizational/school contexts in the implementation of the curriculum.

In this article our focus is on the spaces, places and boundaries that are produced by and reproduce coloniality. We begin by providing a brief outline of the concept of coloniality and show how its basic ideology of domination is maintained through the institutions that constitute the systems and structures of power, including education. We then provide a critical analysis of the Sustainable Development Goals (SDGs), making particular reference to SDG 4.7, showing how the modernist and neoliberal discourses that underpin them are written through with coloniality. In a move to better understand the ideology of domination, we examine the concept of ‘White Possessiveness’ (Moreton-Robinson, 2014) and argue that the form that colonialism took in the 1490s was born out of European’s relationship to land and property, a relation that was very different to the relation to land of the peoples they encountered as they ‘discovered’ the so-called ‘new lands’. In the final sections of the article we apply the idea of white possessiveness to the spaces, places and boundaries of education, arguing that these require decolonizing. We conclude by considering some of the implications for education for sustainable development.

Il volume raccoglie gli Atti (alternativamente in italiano, spagnolo, inglese e francese) del XX Simposio Internacional de Didáctica de las Ciencias Sociales / I Convegno Internazionale Italo-Spagnolo di Didattica delle Scienze Sociali (Bologna, 31 marzo - 3 aprile 2009), promosso da AUPDCS (Asociación Universitaria del Profesorado de Didáctica de la Ciencias Sociales), Clio 92 e DiPaSt (Centro Internazionale di Didattica della Storia - Facoltà di Scienze della Formazione dell'Unievrsità di Bologna).
Dopo l'"Introduzione. Per una educazione alla cittadinanza attiva" di Luigi Guerra (pp. 11-14) e la "Presentazione" di Rosa M. Ávila, Beatrice Borghi e Ivo Mattozzi (pp. 15-19), la "I sessione: Per una definizione dei concetti e degli scopi" (pp. 21-127) comprende contributi di Monica Donini, Clara Albani, Ian Davies, A. Ernesto Gómez Rodríguez, M. Begoña Alfageme González, Pedro Miralles Martínez e Sebastián Molina Puche, Ángela Caballero Cortés, Gustavo González Valencia, Begoña Molero Otero e Ana Arribillaga Iriarte, Celia Parcero Torre, María Sánchez Agustí e José Antonio Pereira Liberato, Antoni Santisteban e Joan Pagès, Rafael Valls Montés, e Flavia Marostica.
La "II sessione: Geografia ed educazione" (pp. 129-222) contiene scritti di Hartwig Haubrich, Teresa García Santa María, Gino De Vecchis, Montserrat Oller, Claudia Vallejo e Antoni Luna, Francisco Rodríguez Lestegás, M. Jesús Bajo Bajo, Ana M. Aranda Hernando e Carmen Urones Jambrina,  Maria Teresa [Di] Palma, Cristiano Giorda, e Stefano Piastra.
La "III sessione: Storia ed educazione alla cittadinanza europea" (pp. 223-324) raccoglie i contributi di Falk Pingel, Rolando Dondarini, Pedro Miralles Martínez, Fabiana Marcela Ertola e María Esther Muñoz, Alicia Graciela Funes, Neus González Monfort, Rodrigo Henríquez Vásquez, Joan Pagès Blanch e Antoni Santisteban Fernández, Miguel A. Jara e Victor Salto, Jesús M. López Andrés, Charles Heimberg, e Lavinia Pinzarrone.
La "IV sessione: Didattica del patrimonio" (pp. 325-443) include scritti di Rosa M. Ávila e Ivo Mattozzi, Jesús Estepa Giménez, Silvia Mascheroni, Pilar Blanco Lozano, M. Encarnación Cambil, M. Luisa Hernández e Andrés Palma, Josefa Castillo, Teresa García Santamaría ed Elena Pavía, José Fernando Gabardon De La Banda, José Monteagudo Fernández, Pedro Miralles Martínez e Nicolás Martínez Valcárcel, Pilar Rivero Gracia, Amparo Ruiz Luján, Mercedes Valbuena Barrasa e Jesús Ángel Valverde Ortega, e Maria Teresa Rabitti.
La "V sessione: Formazione degli insegnanti" (pp. 445-570) comprende scritti di Nicole Tutiaux-Guillon, Ramón López Facal, Aurora Delmonaco, Pilar Nuñez e Pilar Flores, Carlos Muñoz Labraña e Ramón Victoriano Lamilla, Caridad Hernández Sánchez, José María Cuenca López e Myriam J. Martín Cáceres, Francisco F. García Pérez e Nicolás De Alba Fernández, Julián Pelegrín Campo, Antoni Gavaldà e Josep Maria Pons i Altés, Miguel A. Jara e Víctor Salto, Teresa Dolores Pérez Castelló e M. Isabel Vera Muñoz, Vincenzo Guanci, Ernesto Perillo ed Eleonora Salvadori, Maurizio Gusso e Marina Medi.

This publication provides a sound, but very readable introduction into the field of global citizenship education (GCED), compared to peace education, intercultural education or civic education. It offers a rationale and a didactics of this very timely educational approach. It distinguishes between "soft" and "criticial" GCED (according to Andreotti) and refers as well to the UNESCO concept.

Die Grenzen und Zwänge, auf die nationalstaatliche Politik im Kontext der Corona-Pandemie stößt, sind Ausdruck einer »multiplen Krisenkonstellation«. Sie können aber ebenso als Anstoß für lokale wie globale Richtungsentscheidungen kreativ gewendet werden. In scharfsichtigen und einfühlsamen Essays, herausgegeben von Hans Karl Peterlini, wirft Werner Wintersteiner nicht nur zentrale Fragen des Lebens und Überlebens auf, sondern zeichnet auch Entwürfe für Auswege aus den globalen Krisen. Aus der Kritik an der imperialen Lebensweise der Gegenwart entwickelt er die konkrete Utopie einer Wende hin zu Frieden, Solidarität, Gerechtigkeit und einem sanften Umgang mit der Natur: Ein Plädoyer für eine planetare Politik.