Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
13 Results found
An Analysis of the Factors Affecting East-Asian Adults’ Global Citizenship: Social capital, Threat Recognition, Information Media Utilization (Journal of Education for International Understanding; vol.16, no.3) Year of publication: 2021 Author: Seongkyeong Jeong | Yura Lee | Hwanbo Park Corporate author: Korean Society of Education for International Understanding (KOSEIU) This paper puts an in-depth study on identifying the characteristics of factors related to global citizenship in adults from South Korea, China, and Japan and analyzing the elements affecting them. For this purpose, data from the 7th World Value Survey which was undertaken in South Korea, China, and Japan were used, and they were examined with three different perspectives of social capital, threat recognition, and information media utilization to get to know the influence of variables from various aspects. Multiple regression was applied for this and the results are as follows. Firstly, the global citizenship of adults was high in the order of China, Japan, and South Korea, and the factors influencing global citizenship depend on the country. This implies that contextual factors are acting differently in the formation of the global citizenship of adults even they are from the same East Asian region. Secondly, simple contact with immigrants and foreigners in China and Japan has negative effects while having a positive effect on trust in foreigners. This suggests that an educational mechanism is required to raise trust and empathy beyond understanding immigrants simply to foster global citizenship among Chinese and Japanese adults. Thirdly, depending on the hierarchy of the sense of belonging, the impact on global citizenship was different in South Korea. Educational activities and programs should be implemented to establish the sense of global citizenship of adults in South Korea. Fourthly, the treat perception of social safety and employment insecurity in South Korea and China did not have statistical significance to global citizenship. While the higher the social safety perception the heavier the employment insecurity, adults in Japan had higher global citizenship awareness. This implies that Japanese adults perceive the problems of immigration as a matter of national or social situation and structure. Finally, the utilization of information media in all countries revealed statistical significance, which means that attitude for immigrants would vary depending on which information medica is used from those three countries. 
Discourses on Global Citizenship Education in Africa: Questioning and Answering from a Post-Colonial Perspective (Journal of Education for International Understanding; vol.16, no.3) Year of publication: 2021 Author: Yoonjung Choi | Yeji Kim Corporate author: Korean Society of Education for International Understanding (KOSEIU) Theoretically framed by post-colonialism and critical global citizenship education(GCED), this study explored major discourses on and practices of GCED in African countries through the use of a systematic review method. The findings demonstrated that studies related to GCED in African countries pointed out the limitations of state-centered civic education based on uncritical patriotism and passive citizenship, and further emphasize the importance of promoting more critical and reflective GCED. In addition, research emphasized the implementation of alternative and unique GCED education unique built on indigenous African knowledge and philosophy. This study provides significant insights into GCED in the context of South Korea and discusses the pursuit of globally oriented, sustainable GCED aiming for peace and solidarity around the world. 
The Achievements and Tasks of the Global Citizenship Education University Course Development Project Year of publication: 2020 Author: Eegyeong Kim | Soobin Min | Semi Lee | Haeryun Kim Corporate author: Korean Society of Education for International Understanding (KOSEIU) This study seeks to analyze the achievements and tasks of the 「GCED University Course Development Project」 promoted by APCEIU. Using such research methods as literature review, workshops, and expert consultation, we analyzed the four-year project surrounding course providers, course contents, and student learning and satisfaction. The findings show that the project has heightened universities’ interest in GCED through 33 courses involving 1,572 students from 21 universities. It was also confirmed that a variety of supports allowed students to have meaningful learning experiences. However, large class sizes, disparity among universities, and the absence of performance measuring tools seemed to limit the success of the project. As a strategy for overcoming these limitations, we suggested the tasks in terms of both quantitative and qualitative aspects. 
A Study on the Objectives and Contents of ESD Reflected in the 2015 Revised Curriculum of Primary School (Journal of Education for International Understanding; Vol. 15, No. 1) Year of publication: 2020 Author: 김다원 Corporate author: Korean Society of Education for International Understanding (KOSEIU) This study analyzed the objectives, core contents, and terms of use of sustainable development education reflected in elementary school curriculum to find ways to effectively implement ESD in conjunction with the curriculum. For this purpose, the contents described in objectives and achievement standards of the 2015 revised curriculum were analyzed, focusing on 8 subjects. Based on the results of the previous studies, the contents of ESD were selected and used as a reference. The results of the analysis are as follows. First, all eight subjects analyzed in this study include ESD-related goals in curriculum objectives. This shows that ESD can be implemented in the subject. Second, the terms reflected in the curriculum were used as ‘sustainable global village’, ‘sustainable future construction’, and ‘sustainable future society’ in social studies and practical arts. This shows positiveness in learning from the perspective of sustainable development. However, in both subjects, sustainable development is focused on future society, and it has a limitation in that sustainable development is a concept that looks at both the present and future generations at the same time. Third, the eight subjects include all the core contents except for ‘gender equality’ among 22 core contents of ESD. This is a positive indicator that ESD can be implemented in the curriculum. 
International Exchange and Cooperation Programs as Global Citizenship Education: A Case Study of the Gyeonggi Provincial Office of Education (Journal of Education for International Understanding; Vol. 14, No. 2) Year of publication: 2019 Author: Inyoung Lee | Youyeon Kim | Jeongmin Moon | Kyubin Lee | Sungsang Yoo Corporate author: Korean Society of Education for International Understanding (KOSEIU) This study examines the implementation of international exchange programs conducted within public education, focusing on the Gyeonggi Provincial Office of Education from the standpoint of global citizenship education. It also proposes the feasibility and direction of international exchange programs based on the analytical framework that analyses the global citizenship education as the competency-based approach, moral approach, and critical approach. The research questions are: first, 'what is the aspects of the implementation of international exchange programs in terms of global citizenship education?' and second, 'what is the possibility of implementing international exchange programs as global citizenship education?' To find the answer to the questions, documents related to the international exchange program and data from interviews with the person in charge and the participants of programs were analyzed. This paper found that there is a feasibility for implementing the competency-based approach and moral approach in the international exchange programs. However, in order to invigorate international exchange as the practice of global citizenship education, it is recommended that: first, international exchange from the viewpoint of critical approach should be developed. Second, every student should have the opportunity to participate in the programs regardless of their economic status. Lastly, target nations for international exchange should be chosen not only from the competency-based approach but from the various perspective of global citizenship education. 
Integrating Gender into Global Citizenship Education (Journal of Education for International Understanding; Vol. 14, No. 1) Year of publication: 2019 Author: Hyeseung Cho Corporate author: Korean Society of Education for International Understanding (KOSEIU) The purpose of this study is to explore the contents of global citizenship education(GCE) from a gender perspective, and to lay the theoretical foundation to integrate gender issues into GCE. To this end, this research analyzes GCE textbooks published by four Metropolitan City Offices of Education employing content analysis. As results, GCE textbooks rarely include contents related to gender (in)equality by representing 5.26%, 3.81%, and 8.97% of the textbooks of elementary, middle and high school respectively. In terms of topics, although a word of gender (in)equality is mentioned as an international agenda or a global problems in textbooks, the specific concept of it or various worldwide gender inequalities issues such as gender-based violence, women in poverty, reproductive rights were excluded. In terms of format aspects of the textbooks, the textbooks present gender perspective by describing woman as an independent global citizen, and by ensuring the equality of gender composition of characters. In some cases, however, the roles of women and men in textbooks are still divided, and gender stereotype was recognized through sex=segregated activities. Based on these results, this research argues that it is required to expand the contents of GCE by including the importance of gender equality and global structural gender inequality problems, and that it is necessary to review the discourse and practice of GCE in Korea from a gender perspective. 
Critical Analysis of World Geography and Travel Geography Curriculum through the Viewpoints of Global Citizenship Education (Journal of Education for International Understanding; Vol. 13, No. 2) Year of publication: 2018 Author: Kyeonghan Yi Corporate author: Korean Society of Education for International Understanding (KOSEIU) In this study I analysed world geography and travel geography curriculum through neo-liberal and critical viewpoints of global citizenship education(GCED). They have many contents about the understanding of diversity which deals in GCED importantly. Two geography curriculums provide many contents of GCED with neo-liberal viewpoint. World geography includes critical viewpoint based on regional conflicts, desertification problems, regional separation movements, righteous distribution of resources etc. The critical viewpoint of GCED in world geography emphasizes the critical understanding of disputes, regional issues, distribution etc. with structural aspect, and guides the realization of justice with problems solutions of these. Travel geography guides students’ identification about unfairness and injustice of travel, and emphasizes travelers’ responsibility, fairness and alternatives. But this travel geography is in circle of neo-liberalism viewpoint mainly. The understanding of diversity in two geographies provides important contents for GCED in schools. Geography make a understanding of diversity with other’s perspectives objectively, but it can neglect the critical and structural understanding about diverse landscape, culture, environment, issues, and travel etc. So geography is necessary to deal critical viewpoint also, because geography has mainly neo-liberal viewpoint. Geography teachers should have the harmony of neo-liberal viewpoint and critical viewpoint to contribute on development of global citizens. Geography teachers should critically re-conceptualize geography curriculum and reconstruct the contents of textbook. And students is necessary to aim transformative learning to understand global diversity and critically participate with global issues in everyday life. 
Critical Understanding on Shrinkage and Limitation of UK’s Global Citizenship Education in the Era of Brexit (Journal of Education for International Understanding; Vol. 13, No. 2) Year of publication: 2018 Author: Jinhee Kim Corporate author: Korean Society of Education for International Understanding (KOSEIU) This study aims to analyze the shrinkage and limitation of Global Citizenship Education in the epoch of Brexit. It also attempts to examine a feature of positioning and direction of Global Citizenship Education which is confronted with a sceptical criticism of its' educational impact. In this vein, the major findings and arguments showed the practice and implementation of Global Citizenship Education under the pressure of Brexit faces complicated challenges across Europe including UK, since Brexit highly pursues national centred hegemony and nationalistic bloc. It could hinder the structural restriction of implementing of Global Citizenship Education in UK. Apparently, this study indicated that the phenomenon of Brexit and it's impact is functioning as dynamic learning contents, not for a teaching-learning resource. It has been discussed that Citizens of UK have strived to deal Brexit as a learning experience in life-world. Finally, this study suggests a direction to move forward of Global Citizenship Education in an ever-shrinking world of Brexit. 
An Exploratory Study on Applying Cooperative Learning in Global Citizenship Education (Journal of Education for International Understanding; Vol. 13, No. 1) Year of publication: 2018 Author: Jonghun Kim Corporate author: Korean Society of Education for International Understanding (KOSEIU) The purpose of this study is to explore the validity of cooperative learning as an effective teaching and learning model of Global Citizenship Education(GCED) and to suggest lesson plan that can be used in an educational setting. With the inclusion of GCED as part of global education agenda through the UN SDG 4.7, its role and importance has been highlighted globally and many countries started to reflect GCED into their national curriculum. However, there is lack of practical research on the appropriate teaching and learning model of GCED that can be applied in primary and secondary school education. Therefore, this study, through theoretical review, analyzed and identified that cooperative learning is more appropriate in fostering global citizenship in comparison with other teaching and learning models because of its efficient learning structure which includes positive interdependence, individual accountability, group processing, promotive interaction, interpersonal and small group social skills as its essential elements. On the basis of this, jigsaw model, among various cooperative learning models, was applied and a lesson plan on GCED based on UNESCO World Heritage, an important repository of the history of humankind and nature, was developed and presented. The proposed lesson plan would strengthen learners’ ability to shape identities, understand others, raise sense of responsibility, link knowledge and action related to issues affecting interaction and connectedness of communities at local, national and global levels in an educational setting, and thus it will be useful in actualizing the learner-centered transformative objective of GCED. 
An Analysis of the Global Citizenship of Youth Participated in Global Citizenship Education (Journal of Education for International Understanding; Vol. 13, No. 1) Year of publication: 2018 Author: Kyunghee Park | Hwanbo Park | Namsoon Kim Corporate author: Korean Society of Education for International Understanding (KOSEIU) The purpose of this study is to analysis characteristics of the global citizenship for youth participated in global citizenship education and the factors influencing for global citizenship. To achieve this, the study surveyed around 300 youth participated in global citizenship education. The results of the analysis are as follows. First, global citizenship of youth participated in global citizenship education are generally higher than those of ordinary youth. Second, it was analyzed that the global citizenship was significantly higher for girls than boys; for the lower school level than higher; and for the ones having the greater experience with the mass media, overseas visits, and family communication. Factors influencing the global citizenship of youth participated in global citizenship education were influenced by school class, experience in mass media, gender, communication with family, and experience of visiting abroad. The results suggest that there is a need to think about ways to educate the global citizenship through everyday life, such as using various media and communicating with family as well as participating in education programs to improve the level of global citizenship.