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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Global Citizenship and Lingual Identity: The Ability to Perform in Different Lingual Settings Year of publication: 2011 Author: Ann-Christin Torpsten Corporate author: SAGE Publications The aim of this article is to interpret second-language pupilsโ encounter with the Swedish school regarding first- and second-language learning. An empirical context called experienced learning is investigated by interpreting student teachersโ oral and written narrated learning memories. Using a life-story approach, the interpretation focuses on lingual skills, lingual identity and citizenship. The study looks at participation in Swedish as a second language and mother tongue education when the subjects encountered the Swedish school system. Participating in those lessons is described as positive. Participating made it easier to improve skills in the second language and mother tongue. Mother tongue skills were transferred to the second-language improvement. It became much easier to continue developing the second language when skills in the mother tongue increased. Language skills were positive for continued learning, linguistic development, development of bilingualism and multilingualism. Through widened linguistic horizons it becomes possible to develop identity as multilingual persons. When skills increase in different languages such as Swedish as a second language and mother tongue, the subjects become aware of their identities as multilingual persons. They become aware of their possibilities of being active, multicultural, global citizens. Their ability to perform in different lingual settings becomes visible. 
Advancing Global Citizenship Education Through Global Competence and Critical Literacy: Innovative Practices for Inclusive Childhood Education (SAGE Open; Vol. 9, No. 1) Year of publication: 2019 Author: Alida Anderson Corporate author: SAGE Publications This article presents a critical policy overview of inclusive education and global citizenship education (GCED) and offers two innovative childhood education practices that support inclusion of children with disabilities through dimensions of physical and conceptual access, both noted implementation barriers to inclusive education across the globe. The first section summarizes global human rights and education initiatives that support GCED through access for children with disabilities in education and in societies. This section addresses questions of how inclusion plays a central role to the advancement of GCED, summarizing major global policy advances to inclusion, and highlighting how advancement of inclusive childhood education supports GCED. This article concludes with two innovative childhood education practices, global competence and critical literacy, which offer critical potential to contribute to GCED through conceptual and physical dimensions of access, and ultimately promote inclusive education.