Global Citizenship Education And The Crises Of Multiculturalism

The notion of global citizenship education (GCE) has emerged in the international education discourse in the context of the United Nations Education First Initiative that cites developing global citizens as one of its goals. In this book, the authors argue that GCE offers a new educational perspective for making sense of the existing dilemmas of multiculturalism and national citizenship deficits in diverse societies, taking into account equality, human rights and social justice. The authors explore how teaching and research may be implemented relating to the notion of global citizenship and discuss the intersections between the framework of GCE and multiculturalism. They address the three main topics which affect education in multicultural societies and in a globalized world, and which represent unsolved dilemmas: the issue of diversity in relation to creating citizens, the issue of equality and social justice in democratic societies, and the tension between the global and the local in a globalized world. Through a comparative study of the two prevailing approaches – intercultural education within the European Union and multicultural education in the United States – the authors seek what can be learned from each model. Global Citizenship Education and the Crises of Multiculturalism offers not only a unifying theoretical framework but also a set of policy recommendations aiming to link the two approaches.

This collection of timely articles is the first to explore the dynamics between globalization and education from a specifically Canadian perspective. The articles engage with emergent debates and new discourses around global orientations to citizenship education currently defining scholarly work and teaching practices in Canada.

The increasing ethnic, racial, cultural, religious, and language diversity in nations throughout the world is forcing educators and policymakers to rethink existing notions of citizenship and nationality. To experience cultural democracy and freedom, a nation must be unified around a set of democratic values such as justice and equality that balance unity and diversity and protect the rights of diverse groups. Diversity and Citizenship Education: Global Perspectives brings together in one comprehensive volume a group of international experts on the topic of diversity and citizenship education. These experts discuss and identify the shared issues and possibilities that exist when educating for national unity and cultural diversity. Diversity and Citizenship Education: Global Perspectives presents compelling case studies and examples of successful programs and practices from twelve nations, discusses problems that arise when societies are highly stratified along race, cultural, and class lines, and describes guidelines and benchmarks that practicing educators can use to structure citizenship education programs that balance unity and diversity. The book covers a broad range of issues and includes vital information on such topics as Migration, citizenship, and education The challenge of racialized citizenship in the United States The contribution of the struggles by Indians and Blacks for citizenship and recognition in Brazil Crises of citizenship education and ethnic issues in Germany, Russia, and South Africa Conflicts between religious and ethnic factions Diversity, globalization, and democratic education

The notion of global citizenship education (GCE) has emerged in the international education discourse in the context of the United Nations Education First Initiative that cites developing global citizens as one of its goals. In this book, the authors argue that GCE offers a new educational perspective for making sense of the existing dilemmas of multiculturalism and national citizenship deficits in diverse societies, taking into account equality, human rights and social justice. The authors explore how teaching and research may be implemented relating to the notion of global citizenship and discuss the intersections between the framework of GCE and multiculturalism. They address the three main topics which affect education in multicultural societies and in a globalized world, and which represent unsolved dilemmas: the issue of diversity in relation to creating citizens, the issue of equality and social justice in democratic societies, and the tension between the global and the local in a globalized world. Through a comparative study of the two prevailing approaches – intercultural education within the European Union and multicultural education in the United States – the authors seek what can be learned from each model. Global Citizenship Education and the Crises of Multiculturalism offers not only a unifying theoretical framework but also a set of policy recommendations aiming to link the two approaches.

Local Citizenship in the Global Arena proposes a reconsideration of both citizenship and citizenship education, moving away equally from prevailing ‘global citizenship’ and ‘fundamental British values’ approaches towards a curriculum for education that is essentially about creating cosmopolitan, included and inclusive, politically-engaged citizens of communities local, national and global. Viewing education as both problem and solution, Findlow argues that today’s climate of rapid and unpredictable geopolitical and cultural re-scoping requires an approach to citizenship education that both reflects and shapes society, paying attention to relationships between the local and global aspects of political voice, equality and community. Drawing on a range of international examples, she explores the importance and possibilities of a form of education that instead of promoting divisive competition, educates about citizenship in its various forms, and encourages the sorts of open and radical thinking that can help young people cross ideological and physical borders and use their voice in line with their own, and others’, real, long-term interests. Successive chapters develop this argument by critically examining the key elements of citizenship discourses through the interrelated lenses of geopolitical change, nationalism, the competition fetish, critical pedagogy, multiculturalism, protest politics, feminism and ecology, and highlighting ways in which the situationally diverse lived realities of ‘citizenship’ have been mediated by different forms of education. The book draws attention to how we think of education’s place in a world of combined globalisation, localism, anti-state revolt and xenophobia. It will be of key interest to academics, researchers and postgraduate students in the fields of education, political science, philosophy, sociology, social policy, cultural studies and anthropology.

Cover -- Title -- Copyright -- Dedication -- Contents -- Preface -- Acknowledgements -- 1 The Realpolitik of Global Citizenship Education -- 2 Why Global Citizenship? An Intervention in Search of a Theory -- 3 Global Citizenship Education: Competitiveness versus Solidarity? Liminal: Education and Citizenship -- 4 Global Citizenship Education Confronting Hyper- Globalist, Skeptic and Transformationist Agendas -- 5 Global Citizenship Education and the Role of Universities: Seven Iconoclastic Theses about Public Universities and Neoliberal Common Sense -- 6 Global Citizenship and Global Universities: The Age of Global Interdependence and Cosmopolitanism -- 7 Multiculturalism in the World System: Towards a Social Justice Model of Multicultural Education -- 8 Global Citizenship Education and Global Peace Vive la liberté! -- 9 Adult Learning and Global Citizenship Education -- 10 Global Citizenship Education: A New Global Social Movement? -- 11 Implementing Global Citizenship Education: Challenges -- Appendix -- Bibliography -- Index.

This important book looks at developments that are changing our understanding of the role of education in citizenship and the possibilities of democratic participation. The first chapter reviews theories of citizenship and education based on the classical contributions to political theory of C.B. MacPherson and T.H. Marshall. The second chapter challenges educators to think more politically about education. It is based on a seminal analysis that shows the role education plays in the liberal, neoliberal, and neoconservative state, incorporating critical perspectives from neo-Marxism, postmodernism, and feminism. In chapter three Professor Torres analyzes the transition from the welfare state to the neoliberal state, including the role of international organizations in promoting educational reform and privatization policies. In the concluding chapter Torres draws on Hobbes, Locke, Jefferson, Kant, Hegel, Marx and other writers such as C. Mouffe and C. Pateman to outline contemporary approaches to multiculturalism in education and citizenship.

This volume offers a remarkable collection of theoretically and practically grounded conversations with internationally recognized scholars, who share their perspectives on Global Citizenship Education (GCE) in relation to university research, teaching, and learning. Conversations on Global Citizenship Education brings together the narratives of a diverse array of educators who share their unique experiences of navigating GCE in the modern university. Conversations focus on why and how educators’ theoretical and empirical perspectives on GCE are essential for achieving an all-embracing GCE curriculum which underpins global peace. Drawing on the Freirean concept of "conscientization", GCE is presented as an educational imperative to combat growing inequality, seeping nationalism, and post-truth politics. This timely volume will be of interest to educators who are seeking to develop their theoretical understanding of GCE into teaching practice, researchers and students who are new to GCE and who seek dynamic starting points for their research, and general audience who are interested in learning more about the history, philosophy, and practice of GCE.