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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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The Impact of Short-term Study Abroad on Global Citizenship Identity and Engagement (Journal of Global Citizenship & Equity Education; Vol. 7, No. 1) Year of publication: 2020 Author: Paul Sherman | Brianna Cofield | Neve Connolly Corporate author: Centennial College Higher education has increasingly realized the importance of engaging students in global citizenship learning opportunities to be more globally informed, prepared, responsible, and competent. Study abroad in higher education is rapidly becoming recognized as an effective experiential learning platform for fostering intercultural exchanges. This article reports on research that examined study abroad as a learning platform for integrating classroom-acquired knowledge with real-world experience. The study explored the value of short-term study abroad in the facilitation of students’ global awareness and knowledge, their identification as global citizens and endorsement of prosocial values associated with global citizenship, and their participation as globally engaged citizens. Participation in study abroad was found to significantly strengthen one’s affiliation with global citizenship, endorsement of prosocial values and motivation to engage in global citizenship activities. Our findings have implications for the design and implementation of global citizenship education curricula in higher education. 
Achieving and Monitoring Education for Sustainable Development and Global Citizenship: A Systematic Review of the Literature (Sustainability 2020; Vol. 12, No. 4) Year of publication: 2020 Author: Brent Edwards | Manca Sustarsic | Mina Chiba | Mark McCormick | Melissa Goo | Sara Perriton Corporate author: Multidisciplinary Digital Publishing Institute (MDPI) This paper presents the results of a systematic review of literature (56 studies) related to Sustainable Development Goal 4.7. The goal of the research reported on here is to contribute to the discussion around strategies for working towards and monitoring SDG4.7 at the institutional level. Within this overarching focus, our review of the literature was designed to identify studies that have looked at both student learning and teacher education related to SDG4.7. This twin focus stems from the recognition that achieving the SDGs will be particularly difficult if policymakers are not attentive to both sides of the learning equation—that is, first, to the ways that teachers learn to teach about issues related to SDG4.7 and, then, the ways that students acquire this knowledge and are assessed. The five findings sections of this review correspond to the five areas of emphasis embedded in the language of SDG4.7, namely, education for (a) sustainable development, (b) human rights, (c) gender equality, (d) promoting of a culture of peace and non-violence, and (e) appreciation of cultural diversity. In accordance with the purpose of this review, the synthesis for each area of emphasis digs into the details of the educational interventions, monitoring and evaluation strategies, and results that are documented in the publications analyzed. Thus, this review can be useful for informing educational or pedagogical approaches related to SDG4.7, as well as for designing monitoring and evaluation tools for the SDGs. 
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. 
Ensuring Inclusive and Equitable Quality Education: Sustainable Development Goal 4 in Canada Year of publication: 2020 Corporate author: Council of Ministers of Education, Canada (CMEC) This report provides a framework to share information at the pan-Canadian and international levels on work underway in Canada to achieve SDG 4. The report builds on SDG 4 data and indicators and includes, where possible, provincial and territorial data. 
The Role of English in Global Citizenship (Journal of Global Citizenship & Equity Education; Vol. 7, No. 1) Year of publication: 2020 Author: Claire Cavanagh Corporate author: Centennial College Despite scholars’ attempts to define and conceptualise global citizenship, the literature tends to ignore the role of English as the global lingua franca. In this paper, the author argues that ignoring English as the global lingua franca is a gross oversight, particularly in internationalised higher education where global citizenship is often presented as an aspiration for students. Websites of two South Korean universities were analysed regarding how the respective institutions intend to develop global citizens. Twenty students enrolled in the universities participated in interviews regarding their conceptualizations of global citizenship and how they frame their relationship with global and Korean identities. The findings reveal that global citizenship is generally conceived in terms of English with a strong adherence to fluency norms and in opposition to Korean identity. This influences how the students position themselves in relation to a global community and affects their conception of national identities. The paper ends with both theoretical and practical recommendations regarding the role of English in global citizenship. 
Instructional Design Based on Ecological Multiple Citizenship for Elementary Social Studies Classroom: Focusing on National Citizenship, Global Citizenship and Sustainable Development Education (Social studies education; Vol. 55, No. 1) Year of publication: 2016 Author: Kwangtaek Sim Corporate author: Korean Social Studies Association An instructional model for national citizenship, global citizenship, and sustainable development education was developed. Four lesson plans in the elementary 5thgrade social studies were suggested to show the practice of the instructional model. Three outcomes are reported. First, identity as a citizen of a nation, global citizenship, communications are interrelated. National citizenship and communications in the network society can result in a stronger vision of one’s global citizenship. This is especially the case when the wellbeing and happiness of people in neighboring countries who live across the national boundary are viewed within the domain of community- economy- ecology. Each prepares citizens through knowledge and skills that enable them to empathize, criticize constructively, and live together sustainably. The educational methods recommended to attain global citizenship perspectives are critical thinking, comparative studies, and teaching controversial issues. Those methods tend to result in a commitment to guarantee of non-domination freedom and tolerance of others. Second, discussions regarding sustainable development focused largely on deliberative engagement as a teaching method. Issues discussed were: speculative banking and its regulation; medical treatment and education as value goods; the steps necessary for households and businesses to attain sustainability; and environmental justice and social equity. The educational methods recommended to live together sustainably are planning and practice for grassroots democratic communities’ solidarity by applying back-casting strategy and systematic thinking. Thirdly, social studies classrooms intent on to enhance national citizenship, global citizenship, and sustainable development have a five step task. They, should emphasize comparison and critique→ discussion→ empathy→ planning and lastly the engagement of learners in content critical to ecological multiple citizenship. 생태적 다중시민성에 기반한 초등사회과 교실수업 설계: 국가시민성, 세계시민성, 지속가능발전 교육을 중심으로 (사회과교육; Vol. 55, No. 1) Year of publication: 2016 Author: 심광택 Corporate author: 한국사회과교육연구학회 본 연구에서는 생태적 다중시민성에 기반하여 국가시민성, 세계시민성, 지속가능발전 교육을 논의하고, 개발한 수업모형에 초등사회 5-1 학습내용을 적용하여 교재분석 및 수업안을 예시하였다. 첫째, 국가시민성, 세계시민성과 의사소통에 관해 논의한 결과, 네트워크시대의 국가시민성으로서 개인정체성은 지역 사회-경제-생태 영역에서 민족과 국경을 넘어 이웃의 안녕과 행복을 담보하려는 세계시민적 정체성으로 발전할 수 있다. 교육내용으로서 공감하는 시민, 비판적 시민, 생태적 시민과 관련된 지식이해, 기능, 가치태도 영역을 선정하고, 교육방법으로서 비지배자유 보장을 위한 토론, 관용과 비판적 사고, 비교와 논쟁을 권장할 수 있다. 둘째, 지속가능한 발전과 사회참여숙의에 관해 논의한 결과, 교육내용으로서 통치체제는 투기성 금융활동을 규제하고, 의료와 교육을 가치재로 인정하며, 가계와 기업은 지속가능한 경제활동을 추구하고, 지역사회를 중심으로 시민 간 연대하여 환경정의와 사회적 형평성을 실천해야 할 것이다. 교육방법으로서 학습자는 파리협정관련 백캐스팅 전략과 지 구촌 사회의 정치, 경제, 사회, 환경 간 시스템적 사고에 토대하여 풀뿌리 민주공동체 간 상호연대를 계획하고 실천할 수 있다. 셋째, 생태적 다중시민성에 기반한 국가시민성, 세계시민성, 지속가능발전 교육을 위한 사회과 교실수업은 학문적 접근이 아니라, 생태적 다중시민성을 지향하는 학습내용을 중심으로 일상생활에서 학습자의 비판적 시민성과 관련하여 비교와 비판→ 토론→ 공감→ 계획과 실천 순으로 설계할 수 있다. 
Transitional Justice and Education: Learning Peace (Advancing Transitional Justice Series) Year of publication: 2017 Author: Clara Ramírez-Barat | Roger Duthie Corporate author: Social Science Research Council (SSRC) | UNICEF After periods of conflict and authoritarianism, education institutions often need to be reformed or rebuilt. But in settings where education has been used to support repressive policies and human rights violations, or where conflict and abuses have resulted in lost educational opportunities, legacies of injustice may pose significant challenges to effective reform. Peacebuilding and development perspectives, which normally drive the reconstruction agenda, pay little attention to the violent past. Transitional Justice and Education: Learning Peace presents the findings of a collaborative research project of the International Center for Transitional Justice and UNICEF on the relationship between transitional justice and education in peacebuilding contexts. The book examines how transitional justice can shape the reform of education systems by ensuring programs are sensitive to the legacies of the past, how it can facilitate the reintegration of children and youth into society, and how education can engage younger generations in the work of transitional justice. 
An Analysis on the Types of Global Citizenship Among the Pre-Service Secondary Teachers and the Determinant Factors (Journal of Education for International Understanding; Vol. 15, No. 1) Year of publication: 2020 Author: Hwanbo Park | Jinyoung Im | Kyunghee Park Corporate author: Korean Society of Education for International Understanding (KOSEIU) This study aims to investigate the types of global citizenship among pre-service teachers based on the level of global citizenship and to explore the factors effect on each types. Especially, this study focus on the action area among the three dimension of global citizenship. For this purpose, 180 students were surveyed A university in Daejeon metro city with measurement tool developed by Korea Institute for Research in the Behavioral Sciences (KIRBS). The results show that the types of pre-service teachers divided into 3 group, ‘active global citizenship (52.1%)’, ‘passive global citizenship (22.5%)’, and ‘immature global citizenship (25.4%)’. fluency of English language, experience of volunteer and overseas, institutional trust, and communication with friends about political issues were significant factor effect on the practical type of global citizenship. The findings suggest that it is necessary to provide global citizenship education based on the characteristics of the pre-service teachers. 중등 예비교사의 세계시민의식 유형과 결정요인 분석 (국제이해교육연구; Vol. 15, No. 1) Year of publication: 2020 Author: 박환보 | 임진영 | 박경희 Corporate author: 한국국제이해교육학회 본 연구는 중등 예비교사의 세계시민의식 수준에 따라 집단 유형을 구분하고, 각 유형에 미치는 개인특성과 경험 요인의 영향력을 비교하였다. 특히 실천적 세계시민의식 영역에 주목하여 예비교사의 세계시민의식을 이해하고, 향후 예비교사 대상의 세계시민교육 프로그램 개발을 위한 시사점을 얻고자 하였다. 이를 위해 한국행동과학연구소가 개발한 세계시민의식 측정도구를 활용하여 대전 지역 소재 A 대학의 교직과목을 수강 중인 예비교사를 대상으로 설문조사를 실시하였다. 분석결과, 예비교사의 세계시민의식 유형은 ‘적극적 세계시민의식형(52.1%)’, ‘소극적 세계시민의식형(22.5%), ‘미성숙 세계시민의식형(25.4%)’의 3가지 유형으로 분류되었고, 유형에 따라 실천적 의지, 능력, 활동 정도가 각각 다른 양상으로 나타났다. 그리고 3가지 유형을 구분하는 결정요인으로는 영어능력, 자원봉사활동과 해외경험, 제도신뢰 및 친구와의 정치사회적 대화 등이 유의한 영향을 미쳤다. 이러한 연구결과는 예비교사의 세계시민의식 유형과 특성을 고려하여 교육목표를 설정할 필요가 있음을 시사한다.