Understanding Global Citizenship Education in the Classroom: A Case Study of Teaching Practices
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| Title: | Understanding Global Citizenship Education in the Classroom: A Case Study of Teaching Practices |
|---|---|
| Language: | English |
| Authors: | Maria Barry (ORCID |
| Source: | Education, Citizenship and Social Justice. 2025 20(3):397-416. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Global Approach, Global Education, Citizenship Education, Teaching Methods, Secondary School Teachers, Teacher Attitudes, Ideology, Foreign Countries |
| Geographic Terms: | Ireland |
| DOI: | 10.1177/17461979241278644 |
| ISSN: | 1746-1979 1746-1987 |
| Abstract: | The complexity of supporting teachers for Global Citizenship Education (GCE) in formal education contexts is widely recognised. Informed by classroom practice, this article documents a case study of three teachers to interrogate GCE pedagogy, and to contribute new insights to inform support for teachers. Previous research identifies factors that influence GCE teaching and learning, specifically teacher values, GCE orientations, and cultural and structural tensions. However, further insights drawn directly from teacher practice are required to understand more fully these complex and dynamic processes. Based on a qualitative study of upper secondary classroom practice, we analyse distinctive aspects of GCE and illustrate how and why GCE manifests differently across various classroom settings. Specifically, we consider the role of teacher's ideological stances regarding the participatory nature of GCE and, consider how teachers can move from traditional, teacher-led approaches to more empowering experiences for students. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1487910 |
| Database: | ERIC |
| Abstract: | The complexity of supporting teachers for Global Citizenship Education (GCE) in formal education contexts is widely recognised. Informed by classroom practice, this article documents a case study of three teachers to interrogate GCE pedagogy, and to contribute new insights to inform support for teachers. Previous research identifies factors that influence GCE teaching and learning, specifically teacher values, GCE orientations, and cultural and structural tensions. However, further insights drawn directly from teacher practice are required to understand more fully these complex and dynamic processes. Based on a qualitative study of upper secondary classroom practice, we analyse distinctive aspects of GCE and illustrate how and why GCE manifests differently across various classroom settings. Specifically, we consider the role of teacher's ideological stances regarding the participatory nature of GCE and, consider how teachers can move from traditional, teacher-led approaches to more empowering experiences for students. |
|---|---|
| ISSN: | 1746-1979 1746-1987 |
| DOI: | 10.1177/17461979241278644 |
