Preservice teachers' views of global citizenship and implications for global citizenship education. (15th March 2019)

• Record Type: Journal Article
• Authors: Bruce, Judy; North, Chris; FitzPatrick, Jessica
• Is Part Of: Globalisation, societies and education. Volume 17:Number 2(2019)
• Page Start: 161
• Page End: 176
• Publication Date: 2019-03-15
• Subjects: Initial teacher education -- global citizenship education -- cultural diversity -- knowledge societies -- postcritical; Globalization -- Periodicals; Globalization -- Social aspects -- Periodicals; Education -- Social aspects -- Periodicals; Education -- Economic aspects -- Periodicals; Education and state -- Periodicals; Educational sociology -- Periodicals; International education -- Periodicals; 379
• DOI: 10.1080/14767724.2018.1558049
• Languages: English
• ISSNs: 1476-7724

Abstract

ABSTRACT: Global citizenship (GC) is becoming increasingly significant as a desirable graduate attribute in the context of increasing globalisation and cultural diversity. However, both the means and ends of GC education are influenced by a divergent range of conceptualizations. The aim of this research project was to investigate preservice teachers' understandings of global citizenship, with a particular focus on cultural diversity. Pre-service teachers (PSTs) participated in interviews, and findings indicated that they were uncertain about the idea of global citizenship, sought harmony and a desire for sameness in culturally diverse relationships, and held ethnocentric, paternalistic and salvationist views about the 'Other'. Drawing on these findings, we present a framework incorporating technicist, humanistic and postcritical conceptions as a tool for analysis of GCE approaches, their means and ends.