期刊
BRITISH JOURNAL OF EDUCATIONAL STUDIES
卷 61, 期 3, 页码 301-325出版社
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/00071005.2013.798393
关键词
global citizenship; global citizenship education; global dimension; cosmopolitanism; curriculum analysis
The promotion of Global Citizenship' (GC) has emerged as a goal of schooling in many countries, symbolising a shift away from national towards more global conceptions of citizenship. It currently incorporates a proliferation of approaches and terminologies, mirroring both the diverse conceptions of its nature and the socio-politico contexts within which it is appropriated. This paper seeks to clarify this ambiguity by constructing a typology to identify and distinguish the diverse conceptions of GC. The typology is based on two general forms of GC: cosmopolitan based and advocacy based. The former incorporates four distinct conceptions of GC - namely, the political, moral, economic and cultural; the latter incorporates four other conceptions - namely, the social, critical, environmental and spiritual. Subsequently, we briefly illustrate how the typology can be used to evaluate the critical features of a curriculum plan designed to promote GC in England. The typology provides a novel and powerful means to analyse the key features of the very diverse range of educational policies and programmes that promote GC.
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