Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
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Critical Understanding on Global Citizenship Education in Post 2015 Context (Theory and Research in Citizenship Education; Vol. 57, No. 1) Year of publication: 2015 Author: Jinhee Kim Corporate author: Korea Association of Social Education It is notable that global citizenship education has recently gained prominence in Post 2015 context. This study attempted to explore diverse discourses of global citizenship education in theoretical dimension and it also analyzed the current status of global citizenship education as a new global education agenda. Major findings displayed issues and challenges; de-contextualization against local dimension; vague conceptualization of global citizenship education; limitation of transformative pedagogy and learning discourse; indicator development and monitoring issues; a paradigm shift for global citizenship education engaging with lifelong learning. Eventually, this study argues that comprehensive vision and long term road-map should be established to enhance global citizenship education. Lifelong learning approach is crucial to reshape global citizenship education while interacting with life-world context and life experience, which can promote an epistemology of learning to live together. 
A Critical Analysis of Global Citizenship in 2015 Revised Elementary Social Studies Curriculum (Theory and Research in Citizenship Education; Vol. 50, No. 1) Year of publication: 2018 Author: Kyunghwan Mo | Sunah Kim Corporate author: Korea Association of Social Education The purpose of this study was to examine how global citizenship is reflected in the 2015 revised social studies curriculum. The study used the conceptual framework of Merryfield(1998) to analyze the national curriculum. The results of the analysis are as follows. First, in terms of understanding of the world as interdependent systems, contents on politics and culture as well as economy increased. Second, more global issues and problems were included. Third, contents on sustainable development increased. Fourth, the scope of diversity expanded. Fifth, interconnectedness of humans through time was inadequately reflected in the current social studies curriculum. Sixth, contents on values and attitudes, and actions were strengtened. Sixth, contents of cross-cultural understanding, interaction, and communication are not adequately included. The elementary social studies curriculum should strengthen cross-cultural understanding and interaction and prejudice reduction. Also, more instructional methods for global citizenship education should be developed and teacher education programs should be overhauled.