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Educating the Glocalised Citizen: Fusing Islamic Values with Global Citizenship in an International School in Qatar

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Bibliographic Details
Title: Educating the Glocalised Citizen: Fusing Islamic Values with Global Citizenship in an International School in Qatar
Language: English
Authors: Mohammed Adly Gamal (ORCID 0000-0002-1717-5662)
Source: Globalisation, Societies and Education. 2026 24(2):434-446.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 13
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 6
Intermediate Grades
Middle Schools
Grade 7
Junior High Schools
Secondary Education
Grade 8
Grade 9
High Schools
Grade 10
Grade 11
Grade 12
Descriptors: Global Approach, Local Issues, Citizenship Education, International Schools, Foreign Countries, Islam, Values, Advanced Placement Programs, Sustainable Development, Grade 6, Grade 7, Grade 8, Grade 9, Grade 10, Grade 11, Grade 12, Teacher Attitudes, Religion Studies
Geographic Terms: Qatar
DOI: 10.1080/14767724.2023.2292631
ISSN: 1476-7724
1476-7732
Abstract: This paper explores how Global citizenship supported by SDG Target 4.7 and the overlapping IB concept of international mindedness interact with the Islamic traditions in an international school in Qatar, where the majority of students are locals. The paper discusses how the studied school attempts to fuse Sustainable Development Target 4.7 and the International Baccalaureate's concept of international mindedness with Islamic values. The paper deploys Basil Bernstein's sociological work to analyse the dynamics and ways the school navigates its local and global objectives. The studied institution aims to forge Qatari students who can internalise the Islamic values and Global Citizenship commitments espoused by the UN's sustainable development Goals. The paper will be divided into two main sections. The first will be theoretical and analyse the extent of convergence and divergence between Islamic values and SDG Target 4.7, accentuating the importance of Global Citizenship Education. Additionally, the study will elaborate on the IB concept of international mindedness and its similarity and differences to Global Citizenship, which is underpinned by SDGs. The second section will offer an ethnographic account of the school's rituals in which GCE and Islamic values are conflated.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1503781
Database: ERIC
Description
Abstract:This paper explores how Global citizenship supported by SDG Target 4.7 and the overlapping IB concept of international mindedness interact with the Islamic traditions in an international school in Qatar, where the majority of students are locals. The paper discusses how the studied school attempts to fuse Sustainable Development Target 4.7 and the International Baccalaureate's concept of international mindedness with Islamic values. The paper deploys Basil Bernstein's sociological work to analyse the dynamics and ways the school navigates its local and global objectives. The studied institution aims to forge Qatari students who can internalise the Islamic values and Global Citizenship commitments espoused by the UN's sustainable development Goals. The paper will be divided into two main sections. The first will be theoretical and analyse the extent of convergence and divergence between Islamic values and SDG Target 4.7, accentuating the importance of Global Citizenship Education. Additionally, the study will elaborate on the IB concept of international mindedness and its similarity and differences to Global Citizenship, which is underpinned by SDGs. The second section will offer an ethnographic account of the school's rituals in which GCE and Islamic values are conflated.
ISSN:1476-7724
1476-7732
DOI:10.1080/14767724.2023.2292631