For any school or university to realize the transformative potential of GCED to the fullest, one has to move beyond looking at the implementation of GCED as yet another subject in the curricular framework but has to adopt an integrated institution-wide contextual approach that involves all stakeholders including the wider community.
Education for Homeland Earth is a formula for a transformative, postcolonial, socially critical, ecologically enlightened Global Citizenship Education (GCED). The formula comes from the title of a book written by the French philosopher Edgar Morin and Anne Brigitte Kern in the 1990s.
The importance of this study is manifested by events that have highlighted deteriorating human conditions, particularly in what we are witnessing in third world countries including the Arab world, which is facing a lot of setbacks at several levels.
The phenomena of childlessness and treelessness are two examples that highlight the requirement for global citizenship education to question our existing mindsets and to provide alternative ways of thinking and structured opportunities for alternative practices.
The purpose of our article is to report on practices to advance global citizenship through Education for Sustainable Development. Many educators find it difficult to find time to teach sustainability topics in the wake of mandated curriculums, standardized testing, and constant pivots in instructional time due to the COVID-19 pandemic.
This article looks specifically at how global citizenship education can contribute to providing learners with a vision and purpose to address the current global challenges. It suggests that one way of doing this is to look to the ideas of Paulo Freire and his vision of a pedagogy of hope.
Being a citizen means being a citizen of somewhere and, indeed, since its historical emergence, citizenship has always been ‘local’ or, better said, regional and then national. And yet, the interconnected world of today and the interlinked nature of its problems consistently challenge national boundaries and nationalistic sentiments.
The purpose of our article is to showcase a practice for fostering global citizenship education through the Sustainable Development Goals (SDGs). Specifically, we highlight ways to help prepare undergraduate students in higher education for global citizenship through hybrid spaces of learning.
Through these efforts, we have struck gold. Not as much in the problematizing, reifying, and determining of the pedagogical conditions conducive to global citizenship development, but actually in the citizen-students who seem to understand what it means to be a global citizen.
The competencies and values fostered in the process of GCED are critical for the economic productivity and prosperity of individuals and contribute to inclusion, peace, equity, and sustainability in communities and societies.
In Bogotá-Colombia, an investigation was developed that addresses Global Citizenship Education (GCED) and complex thinking as a proposal to strengthen teacher training.
Once inspired to seek the meaning of global citizenship as a personal aspiration, it is not a stretch for young persons to feel a sense of responsibility for their interconnected planet and take whatever action they can to protect and sustain it.
The concept note on Transformative Education sets the context for the International Conference on Transformative Education for Global Citizenship and Sustainable Development 2022 organized by the Global Citizenship Foundation.
I believe, the missing element of foundational literacies across educational systems — listening, speaking, reading, and writing — has been Social and Emotional Learning/Literacy.
It is crucial that a higher education curriculum should be developed that can produce learners who can take their place in a globalized environment by acting in a humane, transformative, critical, and emancipated way.
The Global Citizen Festival inspires thousands to take up causes of global citizenship. Since the festival had to be adjourned due to COVID-19, this forces all parties involved to come together and find a way to continue the movement with the new limitations.
When teachers, administration, and the wider community consistently and persistently encourage students to take on and promote values related to global citizenship, they move toward identifying as global citizens.
The article remembers Mohamad Rahed, a bright college student pursuing Policy and Administration with the hope to become a politician. Rahed lost his life in the unfortunate attack on the Kabul University in 2020. Terrorism was never the answer, and it will never be.
The world is growing more and more tech-savvy. The world has shifted online from businesses to education. The article sheds light on how the adoption of technology is transforming everything and the importance around the same.
The references to diversity in the routine of an early childhood setting may be tokenistic to tick boxes but may be restricted by the entrenched negative attitudes towards diversity and difference.
The education systems worldwide lack inclusivity and the focus on social-emotional learning is more than ever. Can art be the medium for the demonstration of inclusive practice that supports an asset-based approach to teaching, learning, and development?
As systems move forward with redesigning education, a critical component should be teaching students to be globally competent. How can education systems necessitate a blend with balanced technological guidance to make the youth future-ready?
Students who participate in successful cooperative group learning throughout their education and develop PFC networks with the full array of executive functions and emotional control networks will have the 21st-century skillsets — the thinking and behaviors defined as executive functions, and the cognitive, social, and emotional behaviors.
Explicit integration of social and emotional learning offers an opportunity to transform education - not just in terms of its outcomes but also in terms of the individuals it can produce.
Empathy, the ability to understand and share the feelings of others, is an important aspect of social and emotional learning. It can be demonstrated and potentially cultivated through the opportunities afforded in digital play.
School leaders are to be encouraged to expand and strengthen their efforts to implement SEL. Supporting and facilitating SEL must be seen as a very valuable and important aspect of their leadership role.
This work is a start and covers a range of outcomes which research shows are highly predictive for labor-market and social success, such as open-mindedness (including curiosity and creativity), task performance (including responsibility, self-control, and persistence), sociability and assertiveness, collaboration as well as stress resistance and emotional control.
Authentic social-emotional learning can benefit all students, as it necessitates the inclusion of students of all forms of diversity, especially students with disabilities, to meet the objectives outlined within this definition of SEL.
The sense of safety and security arises from nurturing and supportive environments where educators show sensitivity and care towards children’s social and emotional needs on a consistent basis.
The extensive variety and diversity are valuable, as the variations reflect the values and ideas of those building and engaging in SEL efforts in diverse contexts around the world.
While much of the extant research highlights the value of SEL in driving students’ individual development and self-empowerment, what remains under-explored though is the potential of SEL in advancing an education which aims at the transformation of the wider society.
To embrace social-emotional learning is to imbue our societies with the skills and the will to continue our struggle to maintain community over atomization, meaning over cynicism, and purpose from pain.