Chinese as a Foreign Language (CFL) Education and Global Citizenship: Pedagogical Encounters and Endangered Spaces of Possibility

Autor/inn/en	Xu, Wen; Stahl, Garth
Titel	Chinese as a Foreign Language (CFL) Education and Global Citizenship: Pedagogical Encounters and Endangered Spaces of Possibility
Quelle	In: Globalisation, Societies and Education, 21 (2023) 1, S.135-147 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Xu, Wen) ORCID (Stahl, Garth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7724
DOI	10.1080/14767724.2022.2026764
Schlagwörter	Foreign Countries; Second Language Instruction; Chinese; Global Education; Citizenship Education; Politics of Education; Educational Practices; Cultural Awareness; Videoconferencing; Letters (Correspondence); Vignettes; Intercultural Communication; Multicultural Education; Australia; China + Suchen Sie Ihr Suchwort? Ausland; Fremdsprachenunterricht; China; Chinesen; Globales Lernen; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Educational policy; Bildungspolitik; Bildungspraxis; Cultural identity; Kulturelle Identität; Brief; Interkulturelle Kommunikation; Multikulturelle Erziehung; Australien
Abstract	Within the field of Chinese as a Foreign Language (CFL) teaching, there has been limited engagement with Global Citizenship Education (GCE). The politicisation of CFL education in today's diverse and multilingual Australian classroom remains a significant cause for concern as it endangers spaces of pedagogic possibility. Drawing upon data from an Australian primary CFL classroom we consider how pedagogic practices speak to Freire's conceptualisation of 'dialogic practice' and 'critical consciousness' and how such approaches open up pedagogical encounters and opportunities for disadvantaged students to become informed global citizens. We explore how students came to recognise themselves as culturally sensitive learners and aware of the future demands of global citizenship through dialogues with their Chinese peers via video conferencing and letters. Through focusing on these pedagogic vignettes of integrating GCE into CFL teaching practice, we present an argument for a more dynamic view of CFL education where pedagogic approaches foreground interconnectedness and diversity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01