Directions for global citizenship education. Lessons from two Australian primary schools.

Autor/in	Neoh, Jia Ying
Titel	Directions for global citizenship education. Lessons from two Australian primary schools.
Quelle	Aus: Zajda, Joseph I. (Hrsg.); Majhanovich, Suzanne (Hrsg.): Globalisation, cultural identity and nation-building. The changing paradigms. Dordrecht: Springer Nature (2021) S. 123-141 PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Globalisation, comparative education and policy research. 23
Beigaben	Literaturangaben S. 139-141
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-94-024-2013-5; 978-94-024-2014-2
DOI	10.1007/978-94-024-2014-2_8
Schlagwörter	Identität; Kulturelle Identität; Bildungspolitik; Grundschule; Curriculum; Nationalismus; Nationenbildung; Staatsangehörigkeit; Globalisierung; Australien
Abstract	Nationalism and globalisation coexist in tension worldwide (Banks, Routledge International Handbook of Multicultural Education Research in Asia Pacific (pp. 9- 22). New York: Routledge, 2018). This influenced the way citizenship identities are being constructed. Using Australia as a context, the relationships between nationalism, cultural identity and globalisation was explored through the examination of the key educational policy, the Melbourne Declaration, and a case study involving two primary schools in New South Wales. It was found that at the policy level, a globalist view that focused on sharpening Australia's economic competitiveness was most prominent. In practice, there was inclination towards an apolitical form of global citizenship education. This meant that there was generally less emphasis placed on developing skills of critical deliberation about the complexities involved in issues that arise from diversity. This chapter concludes by examining the implications of the findings for educational policies and practices.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2023/1