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Critical Understanding on Global Citizenship Education in Post 2015 Context (Theory and Research in Citizenship Education; Vol. 57, No. 1) 出版年份: 2015 作者: Jinhee Kim 机构作者: 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. 
التعليم والمواطنة والاندماج الوطني 出版年份: 2014 作者: Radwa Ammar 机构作者: Social Contract Center تعتبر هذه الورقة البحثية مقدمة توضح دور تعليم المواطنة كأساس لبناء مجتمع متماسك قادر على مواجهة التحديات من خلال استعراض مفاهيم وتجارب دولية مختلفة لإلقاء الضوء على أهمية إجراء دراسات متعمقة ميدانية لبحث العلاقة بين تعليم المواطنة والاندماج الوطني بين أفراد المجتمع، وتحديد أهم الموضوعات، وسُبل الطرح التي تتوافق مع المجتمعات المستهدفة من قبل هذه البرامج التعليمية، ووضع استراتيجية للمؤسسات التعليمية في الدولة لكي تتبنى هذا النوع من الدراسات.ولا تتعرض هذه الورقة بالرصد والتحليل للواقع المصري لأن أي دراسة وصفية دون البحث الميداني في الوقت الراهن لن تعرض سوى آراء مبنية بالأساس على انطباعات لا تُمكِّن من التصدي للأزمات التي يواجهها الواقع في ظل غياب دراسات متعمقة تتناول العلاقة بين تعليم المواطنة والتغييرات التي شهدها المجتمع مؤخرًا، وسُبل مواجهة التحديات. Education, Citizenship and National Integration 出版年份: 2014 作者: Radwa Ammar 机构作者: Social Contract Center This research paper is an introduction that explains the role of citizenship education as a basis for building a cohesive society capable of facing challenges. The paper reviews various international concepts and experiences to shed light on the importance of conducting in-depth field studies to discuss the relationship between citizenship education and national integration among members of society. It also aims to identify the most important topics, and ways of offering that It is compatible with the targeted communities by these educational programs, and to develop a strategy for educational institutions in the country to adopt this type of studies. 
A Comparative Study on Global Citizenship Education between Korea and ASEAN 出版年份: 2015 机构作者: Korea Institute for Curriculum and Evaluation (KICE) This research is the second-year study for a three-year project (2013-2015) focused on the global citizenship education of ASEAN (Association of Southeast Asian Nations). In the first-year study (2013), the current global citizenship education presented in the social studies curriculum of each country was analyzed based on literature research, and the global citizenship of students from each country was examined through surveys. Based on the analysis of the current global citizenship education of Korea and ASEAN overall and the characteristics of global citizenship of students from each country, this study is designed to make an in-depth analysis of global citizenship education and to seek direction for the joint global citizenship education programs between Korea and ASEAN to be employed in the third-year research.The students from the two countries, Indonesia and Thailand, among the 10 ASEAN countries are selected as participants because these two countries also participated in the previous international comparison study. The purposes of this study are as follows; (1) comparing the current global citizenship education of the national-level curriculum of Korea, Indonesia, and Thailand, (2) finding the similarities and differences by analysing the characteristics of global citizenship education of Korean, Indonesian, and Thai students, and (3) proposing the direction and themes of global citizenship education which will be mutually applied in Korea and ASEAN countries based on the research results.To conduct this study, various methods including literature study, interviews through visits to local schools, conferences for specialists, and international seminars were used. First, the meaning and goals of global citizenship education were established by reviewing literature and the concepts of ‘Humanity’, ‘Global Identity’, and ‘Global Participation’, which are the three sub-indices for global citizenship extracted from the first-year study, were used. Based on this framework, interview protocols for students, teachers, and policy makers were composed.The research team visited Indonesia and Thailand, carried out semi-structured interviews with students, teachers, and policy makers of national-level curriculum and classroom observations, and collected data related to global citizenship education. In addition, by conducting an international seminar with policy makers of curriculum of each country’s Ministry of Education and UNESCO specialists, we aimed to seek direction for joint global citizenship education in Korea and ASEAN and to reinforce educational cooperation.The major findings of this research can be suggested according to the research purposes in the following way.First, in the analysis of the national-level curriculum made for the comparison of current global citizenship education of Korea, Indonesia, and Thailand, the curriculum of each country is found to include elements of global citizenship education. However, countries show discrepancies in their actualization of curriculum, and citizenship education is still centered on national citizenship rather than global citizenship. Therefore, a more systematic attempt is needed for the advancement of citizenship education from nation-centered to globally oriented.Second, the findings from the interviews with students of each country carried out to define the characteristics of global citizenship of Korean, Indonesian, and Thai students indicate that while students’ responses showed a number of similarities in general, differences were found in specific answers as well. High school students provided more logical answers with greater depth compared to middle school students, and their responses differed based on their cultural contexts and experiences rather than their gender or religion. Therefore, while taking an approach which considers the level of students’ cognitive development as well as the cultural distinctiveness of each country, a way to expand opportunities for specific activities and experiences rather than an abstract way of teaching should be considered.Third, based on the analysis results, the directions and themes for global citizenship education to be jointly applied in Korea and ASEAN countries are proposed as follows: (1) The curriculum for global citizenship education should be focused on reinforcing the competency of citizens to participate in communities rather than that of individuals to ensure international competitiveness. (2) It is necessary to educate students to confront various conflicts and solve them by themselves rather than teaching them the abstract answers to the conflicts. (3) Global citizenship education should move beyond knowledge-based education and aim to lead bring changes in students’ behavior thereby empowering them to settle global issues. (4) For the actual implementation of curriculum, the cultural distinctiveness of each country and the differences by groups should be considered. (5) It is important to help students spread their interest to diverse countries beyond Western countries or ‘developed countries’.With these points in consideration, the objective of global citizenship education to be jointly promoted in Korea and ASEAN is suggested as the following: “Citizens are cultivated to form their identity as Asians based on their interest and knowledge of Asia and to participate in settling global issues. Through this, their qualities to participate in issues concerning all humanity are eventually cultivated.” The specific themes may include understanding Asia and ASEAN, social justice and equality, diversity, globalization and interdependence, conflict and peace, as well as sustainable development and environment. To improve effectiveness of joint global citizenship education of Korea and ASEAN and to reinforce educational cooperation, we made the following three suggestions.First, the standardization of global citizenship education across the nation is required. Having defined global citizenship education as the cultivation of the qualities of citizens based on the perception of human rights (Humanity) and with the identity as a global citizen (Global Identity) who can participate in settling the issues of global society (Participation), global citizenship education will yield the greatest efficiency when carried out together by all beyond national boundaries. Therefore, it is suggested that research for developing and expanding the joint curriculum by regions be supported and close cooperation be formed between policy makers of national curriculum and officials of International Training and Cooperation.Second, the reinforcement of global citizenship education through teacher training is required. For the effective implementation of joint global citizenship education in each country through the standardization of global citizenship education, the cultural diversity and distinctiveness of each country should be reflected. For these reasons, various practical bottom-up strategies are needed. Teacher training is a mandatory prerequisite for global citizenship education that is appropriate for the situations and contexts of each country. Therefore, it is suggested that researchers find out how to reinforce global citizenship education in teacher training based on solid research.Third, global citizenship education should be expanded by the exchange of human resources. As confirmed in this study, the exchange itself can bring a positive influence on the cultivation of global citizenship, and the sharing of the strategies for global citizenship education in each country can contribute to the development of a model for better global citizenship education. Therefore, it is suggested that the research for the joint promotion of project-based global citizenship education and the opportunities for mutual exchange of students and teachers between Korea and ASEAN countries should be expanded. Une Étude Comparative sur L'éducation à la Citoyenneté Mondiale (ECM) entre le Coréen et l'ASEAN 出版年份: 2015 机构作者: Korea Institute for Curriculum and Evaluation (KICE) Pour réaliser cette étude, diverses méthodes, y compris l'étude de la littérature, des entrevues par des visites dans les écoles locales, des conférences pour les spécialistes et séminaires internationaux ont été utilisés. Premièrement, le sens et les objectifs de L'éducation à la citoyenneté Mondiale (ECM) ont été établies en examinant la littérature et les concepts de «l'humanité», «Global Identity» et «Participation globale», qui sont les trois sous-indices pour mondiale la citoyenneté extraite de l'étude de première année, ont été utilisés. Sur la base de ce cadre, les protocoles d'entrevue pour les étudiants, les enseignants et les responsables politiques ont été composées.L'équipe de recherche a visité l'Indonésie et de la Thaïlande, a mené des entretiens semi-structurés avec les étudiants, les enseignants et les décideurs des observations du curriculum et de la classe au niveau national, et a recueilli des données relatives à l'éducation à la citoyenneté mondiale. En outre, en procédant à un séminaire international avec les décideurs du curriculum du ministère de l'Éducation et de l'UNESCO spécialistes de chaque pays, nous avons cherché à obtenir des directives pour joint L'éducation à la citoyenneté Mondiale (ECM) en Corée et l'ASEAN et de renforcer la coopération éducative.Les principaux résultats de cette recherche peuvent être proposées en fonction des fins de recherche de la manière suivante.Tout d'abord, dans l'analyse du programme au niveau national fait pour la comparaison du courant L'éducation à la citoyenneté Mondiale (ECM) de la Corée, l'Indonésie et la Thaïlande, le programme d'études de chaque pays se trouve à inclure des éléments d'éducation à la citoyenneté mondiale. Toutefois, les pays montrent des divergences dans leur actualisation du programme, et de l'éducation à la citoyenneté est toujours centrée sur la citoyenneté nationale plutôt que la citoyenneté mondiale. Par conséquent, une tentative plus systématique est nécessaire pour l'avancement de l'éducation à la citoyenneté d'un pays centré à vocation mondiale.Deuxièmement, les résultats des entrevues avec les étudiants de chaque pays menées pour définir les caractéristiques de la citoyenneté mondiale de la Corée, l'Indonésie, et les étudiants thaïlandais indiquent que, bien que les réponses des élèves ont montré un certain nombre de similitudes en général, des différences ont été trouvées dans des réponses précises que bien. Les élèves du secondaire ont fourni des réponses plus logiques avec une plus grande profondeur par rapport aux élèves des écoles moyennes, et leurs réponses différaient en fonction de leurs contextes et des expériences culturelles plutôt que de leur sexe ou de religion. Par conséquent, tout en adoptant une approche qui tient compte du niveau de développement cognitif des élèves, ainsi que les particularités culturelles de chaque pays, un moyen d'accroître les possibilités pour les activités et les expériences spécifiques plutôt que d'une manière abstraite de l'enseignement devrait être considéré.Troisièmement, sur la base des résultats d'analyse, les orientations et les thèmes de L'éducation à la citoyenneté Mondiale(ECM) à appliquer conjointement en Corée et les pays de l'ASEAN sont proposées comme suit: (1) Le programme de L'éducation à la citoyenneté Mondiale (ECM) devrait se concentrer sur le renforcement de la compétence des citoyens à participer à des communautés plutôt que celle des individus pour assurer la compétitivité internationale. (2) Il est nécessaire d'éduquer les étudiants pour faire face à divers conflits et de les résoudre par eux-mêmes plutôt que de leur enseigner les réponses abstraites aux conflits. (3) L'éducation à la citoyenneté Mondiale (ECM) devrait aller au-delà de la connaissancel'éducation et visent à entraîner apporter des changements dans le comportement des élèves autonomisation qui leur permet de régler les problèmes mondiaux. (4) Pour la mise en œuvre effective du programme, la spécificité culturelle de chaque pays et les différences par groupes devraient être considérés. (5) Il est important d'aider les élèves propagent leur intérêt de divers pays au-delà de l'Ouestpays ou «pays développés».Avec ces points en considération, l'objectif de L'éducation à la citoyenneté Mondiale (ECM) pour être promu conjointement en Corée et l'ASEAN est proposé comme suit: «Les citoyens sont cultivées pour former leur identité en tant Asiatiques en fonction de leur intérêt et de connaissance de Asie et de participer dans le règlement des problèmes mondiaux. Grâce à cela, leurs qualités de participer à des questions concernant toute l'humanité sont finalement cultivées. "Les thèmes spécifiques peuvent inclure la compréhension de l'Asie et de l'ASEAN, la justice sociale et l'égalité, la diversité, la mondialisation et l'interdépendance, les conflits et la paix, ainsi que le développement durable et l'environnement. Pour améliorer l'efficacité de l'articulation L'éducation à la citoyenneté Mondiale (ECM) de Corée et l'ASEAN etde renforcer la coopération éducative, nous avons fait les trois suggestions suivantes. Premièrement, la normalisation de L'éducation à la citoyenneté Mondiale (ECM) à travers le pays est nécessaire. Après avoir défini L'éducation à la citoyenneté Mondiale (ECM) comme la culture des qualités de citoyens fondées sur la perception des droits de l'homme (l'humanité) et de l'identité en tant que citoyen du monde (GlobalIdentity) qui peut participer au règlement des problèmes de la société globale (Participation), L'éducation à la citoyenneté Mondiale (ECM) donnera la plus grande efficacité lorsqu'elle est effectuée conjointement par tous au-delà des frontières nationales. Par conséquent, il est suggéré que la recherche pour le développement et l'expansion du programme commun par les régions être soutenu et une coopération étroite se former entre les décideurs du curriculum national et les responsables de la formation et la coopération internationale.Deuxièmement, le renforcement de L'éducation à la citoyenneté Mondiale (ECM) à travers la formation des enseignants est nécessaire. Pour la mise en œuvre effective de l'articulation L'éducation à la citoyenneté Mondiale (ECM) dans chaque pays grâce à la normalisation de l'éducation à la citoyenneté mondiale, la diversité culturelle et la spécificité de chaque pays doivent être pris en compte. Pour ces raisons, diverses stratégies ascendantes pratiques sont nécessaires. La formation des enseignants est une condition préalable obligatoire pour L'éducation à la citoyenneté Mondiale (ECM) qui est approprié pour les situations et les contextes de chaque pays. Par conséquent, il est suggéré que les chercheurs découvrent comment renforcer L'éducation à la citoyenneté Mondiale (ECM) dans la formation des enseignants sur la base de recherche solide.Troisièmement, L'éducation à la citoyenneté Mondiale (ECM) devrait être élargi par l'échange des ressources humaines. Comme l'a confirmé dans cette étude, l'échange lui-même peut apporter une influence positive sur la culture de la citoyenneté mondiale, et le partage des stratégies pour L'éducation à la citoyenneté Mondiale (ECM) dans chaque pays peut contribuer au développement d'un modèle pour une meilleure éducation à la citoyenneté mondiale. Par conséquent, il est suggéré que la recherche pour la promotion conjointe de par projet L'éducation à la citoyenneté Mondiale (ECM) et les possibilités d'échange mutuel d'étudiants et d'enseignants entre les pays de l'ASEAN et la Corée devrait être élargi. 
La relación entre la cultura del cuidado y la ciudadanía global 出版年份: 2020 作者: Bernardo Toro | José Laguna | Zenovia Gamarra | Jackson Almonte 机构作者: Grupo SM En este video se explora la relación entre la cultura del cuidado y la educación para la ciudadanía globla con referencias a la educación católica. 
Global Citizenship Education Starts With Curricular Reform and Active Student Learning (Journal of Global Citizenship & Equity Education; Vol. 7, No. 1) 出版年份: 2020 作者: Evan Saperstein 机构作者: Centennial College In this new age of globalization, the concept of global citizenship has taken root and become the subject of increasing scholarly attention and analysis. While the study of global citizenship has become part of high school curricula in several countries across the globe, it has not to the same degree in the United States. To expand upon the existing literature and advance the study of global citizenship in the United States, this qualitative, interpretivist case study evaluates the perceptions and experiences of an administrator, two teachers, and six students of a global studies course at an urban high school in New Jersey. The study included interviews of the participants, as well as analysis of the course curriculum, syllabus, and student assignments.This study advances three primary findings. First, the need for continued curriculum development and design of global studies related courses and content in U.S. high schools. Second, the importance of experiential learning, among other forms of pedagogy and instructional practices, in furthering the goals of global citizenship education. Third, the need for class projects, international education programs, and other experiential learning opportunities (such as fieldwork, service-learning, or community programs) to cultivate student interest in global citizenship. Based on these findings and the prevailing literature, this study is proposing that U.S. high schools offer an elective course on global citizenship with ten units: 1) Introduction to Global Citizenship; 2) Sustainable Development; 3) Poverty and World Hunger; 4) Global Health Issues; 5) Child Mortality; 6) Peace and Conflict; 7) Human Rights and Gender Equality; 8) Universal Education; 9) Liberal Democratic Governance and Rights; 10) Global Citizenship Action Plan. 
세계시민교육과 국제 바칼로레아의 지리교육과정 (국토지리학회지; Vol. 53, No. 4) 出版年份: 2019 作者: 김부성 机构作者: 국토지리학회 본 연구는 ‘세계시민교육(국제이해교육)’의 관점에서 ‘국제 바칼로레아’의 지리교육과정을 검토해본다. 세계시민교육은 세계화의 도전에 대한 커리큘럼 대응책으로 국제적· 상호 문화적· 세계적인 감수성, 지식, 의사소통 및 이해를 촉구한다. 즉 세계시민교육은 미래의 세계시민을 육성하는 것이다. 1968년에 설립된 국제 바칼로레아(현재 IB, 예전엔 IBO)는 비영리 교육재단으로 세계시민교육(국제이해교육)을 위한 4종류의 프로그램을 제공한다. 국제 바칼로레아재단의 공인을 받은 학교만이 이 프로그램을 운영할 수 있으며 세계 150여 개국에 공인 받은 5,000 여 개의 IB 학교가 있고, 일종의 대학입학자격증인 국제 바칼로레아 디플로마는 세계 많은 대학에서 인정해주고 있다. 국제 바칼로레아는 높은 수준의 교육수준과 학생들의 성취도 뿐 만 아니라 문화 간 이해와 존중을 강조하는 것으로 유명하다. 국제 바칼로레아 디플로마 과정에서 ‘개인과 사회’ 라는 그룹 중의 하나로 선택하는 지리 교과과정은 주제(계통지리)별로, 인간에 초점을 맞추어 조직되어 있고 다루는 범위는 전 세계를 망라한다. 그 핵심에는 인구, 환경, 자원 과 발전이라는 상호 연관된 주제들이 있다. 국제 바칼로레아 지리과정의 주요목적은 학생들에게 세계적인 시각을 갖추게 하고 세계의 상호의존성 에 대해 인식하며 당면한 세계 문제를 분석함에 있어 지리의 유용성을 평가할 수 있는 능력을 개발하는 것이다. 
Global Citizenship Education and the Discourse Environment in the University Setting: Focused on the Organizing Process of Course of Studies (Literature and Environment; Vol. 19, No. 2) 出版年份: 2020 作者: Bongjun Cha | Shinhyung Seong | Yunyoung Han 机构作者: Association for the Study of Literature & Environment Education plays an important role on responding to the global issues caused by the globalization phenomenon during the late 20th century. One of them is the discourse of ‘Global Citizenship Education,’as many researchers focus on the educational goal and curriculum about this discourse from elementary to college education levels in Korea. This study examines the curriculum development and its operating status in each education levels based on the revised curriculum of elementary, middle and high school education since 2015. In particular, this study analyzes mainly on the organizing curriculum of environmental issues and sustainable development. In addition, this research explores college education system in order to develop this discourse as concentrating on the eight universities’ Global Citizenship Education curricula, initiated by Asia-Pacific Centre of Education for International Understanding under the auspices of UNESCO (APCEIU) in Korea. Lastly, this study suggests the importance of the discourse environment for elevating the sense of global citizenship through this study. 대학생 세계시민교육과 환경 담론: 교육과정 구성을 중심으로 (문학과환경; Vol. 19, No. 2) 出版年份: 2020 作者: 차봉준 | 성신형 | 한윤영 机构作者: 문학과환경학회 20세기 말 전 지구적 현상으로 부각된 세계화가 노출한 여러 문제적 상황들, 즉 지방ㆍ지역ㆍ국가ㆍ세계 수준의 정치가 서로 유기적으로 연결된 지구촌 문제의 효과적 해결을 위해 교육이 담당해야 할 역할이 뚜렷해졌다. 그 중의 하나가 이른바 ‘세계시민교육’이라 명명된 담론일 것이며, 우리나라도 초ㆍ중등 교육과정에서부터 고등교육에 이르기까지 이에 대한 교육목표 설정과 교육과정 개발에 연구를 집중하고 있다. 본 연구에서는 이러한 일련의 교육과정 개발과 운영 현황을 2015년 개정 초ㆍ중등교육과정을 통해 살펴보았다. 그리고 그 가운데서도 특히 환경문제와 지속가능한 발전에 대한 교육과정의 편성 현황을 분석해 보았다. 또한 2018년 유네스코 아시아태평양국제이해교육원(APCEIU) 주관으로 개발된 국내 8개 대학의 세계시민교육 운영 현황을분석하면서, 이에서 더 나아가 이러한 교육정책과 시대적 요구에 부응하기 위한 한 방편으로 국내 대학에 보편적으로 적용할 수 있는 교육과정으로서의 세계시민교육의 모형을제시함에 목적을 두었다. 특히 이를 위해 환경담론이 어떻게 교육과정에 구성되었는지를 바탕으로 세계시민의식 고양을 위한 환경담론의 필요성을 제안하려 한다.