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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) Año de publicación: 2020 Autor: Hwanbo Park | Jinyoung Im | Kyunghee Park Autor corporativo: 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) Año de publicación: 2020 Autor: 박환보 | 임진영 | 박경희 Autor corporativo: 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. 
The United Nations world water development report 2016: water and jobs Año de publicación: 2016 Autor corporativo: UNESCO Three out of four jobs worldwide rely on water. As such, water shortages and lack of access may limit economic growth in the years to come, according to the World Water Development Report 2016. From its collection, through various uses, to its ultimate return to the natural environment, water is a key factor in the development of job opportunities either directly related to its management (supply, infrastructure, wastewater treatment, etc.) or in economic sectors that are heavily water-dependent such as agriculture, fishing, power, industry and health. In its analysis of the economic impact of access to water, the report cites numerous studies that show a positive correlation between investments in the water sector and economic growth. It also highlights the key role of water in the transition to a green economy. Informe de las Naciones Unidas sobre el desarrollo de los recursos hídricos en el mundo 2016: agua y empleo Año de publicación: 2016 Autor corporativo: UNESCO Three out of four jobs worldwide rely on water. As such, water shortages and lack of access may limit economic growth in the years to come, according to the World Water Development Report 2016. From its collection, through various uses, to its ultimate return to the natural environment, water is a key factor in the development of job opportunities either directly related to its management (supply, infrastructure, wastewater treatment, etc.) or in economic sectors that are heavily water-dependent such as agriculture, fishing, power, industry and health. In its analysis of the economic impact of access to water, the report cites numerous studies that show a positive correlation between investments in the water sector and economic growth. It also highlights the key role of water in the transition to a green economy. 
International Environmental Politics and Critical Approach to Global Citizenship Education (International and Comparative Education; No. 8) Año de publicación: 2017 Autor: Zheng Fuxing Autor corporativo: Beijing Normal University The research and practice of global citizenship education have thrived since 1990s, but the effectiveness of global citizenship education is limited. The researcher cannot avoid the problematic premise of the possibility of global citizenship education. The identity predicament of global citizen and alienation of local implementing make probability of the global citizenship education problematic. The practical predicament of the global citizenship education manifests that the nation state is the key factor of policy implementation. Environmental question, which is about global common good, attracts the attention from the government of most of nations, and becomes the good case for exploring the feasibility of global citizenship education. Environmental politics explain the inequality and injustice in the globally environmental governance which made the global citizenship education critical. The critical ecopedagogy becomes the new form of global citizenship. The practice of the global citizenship education becomes viable by hybrid activism generated by dialectical movement between local and global in the limit of nation-state. 国际环境政治与全球公民教育的批判路径 (比较教育研究; No. 8) Año de publicación: 2017 Autor: Zheng Fuxing Autor corporativo: Beijing Normal University 自 20 世纪 90 年代以来 , 全球公民教育研究和实践蓬勃发展，然而全球公民教育 实践的效果很有限。对于全球公民教育的探讨不能回避“全球公民教育如何可能”这一前提性 问题。“全球公民”身份推衍困境、“在地实施”的“异化”后果让全球公民教育实施的可能性成 为问题。环境问题既是一个“全球共同利益”问题，也是各国政府关心的问题，为解答“全球 公民教育何以可能”提供了较好的切入点。国际环境政治解释了全球环境治理中发展中国家与 发达国家的不合作与不平等状况。以全球环境问题及其治理作为教育内容，全球公民教育具有 批判性。批判的生态教育学成为全球公民教育的重要实践形态。在既有的国家边界限制下，批 判的生态教育学通过全球与在地的混合行动，让全球公民教育获得了一种新的可能性。 
A New Approach to Civic Spirit Education in Universities (Jiangsu Higher Education; No. 2) Año de publicación: 2017 Autor: Yang Sihai | Cheng Qian Autor corporativo: Jiangsu Education Press The civic spirit has the characteristics of The Times and should be constructed on the basis of inheritance. At present, the education of civic spirit in universities should include the spirit of cosmopolitanism, the idea of cooperation and the value of collectivism. The new development of civic spirit requires the corresponding educational path: First, the spirit of cosmopolitanism should be infiltrated into the curriculum; Second, to shape and strengthen the public life conducive to the cultivation of the concept of citizen cooperation; Thirdly, casting the collectivism practice platform that embodies the orientation of civic responsibility. 高校公民精神教育路径新探 (江苏高教; No. 2) Año de publicación: 2017 Autor: Yang Sihai | Cheng Qian Autor corporativo: Jiangsu Education Press 公民精神具有时代性的特点，应当在继承的基础上加以建构。目前高校公民精神的教育，理 应 包 含世界主义精神、合作理念和集体主义价值观在内。公民精神内容的新发展，要求有与之相适应的教育路径：一是 要把世界主义精神渗透在课程中；二是塑造和强化有助于公民合作理念培养的公共生活；三是铸造体现公民责任 导向的集体主义实践平台。 
The Connective “Public” and the Chinese Logic of Citizenship Education (Journal of Educational Studies; Vol. 13, No. 2) Año de publicación: 2017 Autor: Qiu Kunshu | Yan Yajun Autor corporativo: Beijing Normal University Cultural tradition has pre-conditionality on citizenship education. From the point of view of cultural tradition, the “public” in citizenship education has different meaning in China and the West: Chinese “public” is mainly a kind of connective “public”, while the western “public” mainly means domanial “public”. This lead to the difference in Chinese and modern western main stream values. The former emphasizes the common goodness of the whole society, social responsibility and virtue which is favorable to harmony, while the later emphasizes individualist rights and priority of freedom. They represent two kinds of ethics language and position. It is essential to maintain high cultural awareness for the implementation of citizenship education in China and the localization of exotic “citizenship education”. Guided by Marxism and rooted in Chinese cultural tradition, Chinese citizenship education should be based on “people in relation”, use the actual support of “state-society” cooperation, and offer ultimate concern to “the free and comprehensive development of human”. 连带的“公”与公民教育的中国理路 (教育学报; Vol. 13, No. 2) Año de publicación: 2017 Autor: Qiu Kunshu | Yan Yajun Autor corporativo: Beijing Normal University 文化传统对公民教育具有预制性。从文化传统来看，中西方社会和文化语境中的“公”并不相同：中国 的“公”主要是连带的“公”，而西方的“公”主要是领域的“公”，由此而导致中华文明的价值与现代西方主流价值的 差异，前者强调社会共同的善、社会责任和有益于和谐的美德，后者则强调个人主义的权利和自由优先，它 们 分 别 代表了两种不同的伦理学语言和立场。在中国开展公民教育，只有保持高度的文化自觉，作 为 舶 来 品 的“公 民 教 育”才可能落地生根。以马克思主义为指导，根植于中 华 文 化 传 统，中国公民教育需要以“关 系 中 的 人”为 立 足 点， 以“国家—社会”的互构合作为现实支撑，以“人的自由全面发展”为终极关怀。