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Volume 17, Issue 2
  • ISSN: 1751-1917
  • E-ISSN: 1751-1925
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Abstract

The contributions in this current issue relate to the cultivation of global citizenship education. Yet, it seems as if the central arguments in eight articles can be construed around the notion of an activist pedagogy. More poignantly, activist global citizenship education is constituted by at least three dimensions: firstly, such a form of citizenship education transcends beyond the strict confines of theory; secondly, global citizenship education involves the enactment of people’s sociopolitical rights as they endeavour to exercise their autonomy; and thirdly, activist pedagogy seems to have permeated the practices of scholars who have embarked upon intellectual inquiry to resolve misconstrued and distorted public situations. It is from these premises that we have analysed the contributions of the authors.

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/content/journals/10.1386/ctl_00088_2
2022-06-01
2024-09-12
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References

  1. Davids, N., and Waghid, Y.. ( 2021), Academic Activism in Higher Education: A Living Philosophy for Social Justice, Dordrecht:: Springer;.
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  2. Waghid, Y.. ( 2009;), ‘ Education for responsible citizenship: Conversation. ’, Perspectives in Education, 27:1, pp. 85–90.
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  3. Waghid, Y.. ( 2019), Towards a Philosophy of Caring in Higher Education: Pedagogy and Nuances of Care, New York:: Palgrave Macmillan;.
     [Google Scholar]
  4. Waghid, Y., and Davids, N.. ( 2014;), ‘ On the (im)possibility of democratic citizenship education in the Arab and Muslim world. ’, Studies in Philosophy and Education, 33:3, pp. 343–51.
     [Google Scholar]
/content/journals/10.1386/ctl_00088_2
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  • Article Type: Editorial
Keyword(s): activism; autonomy; education; enactment; global citizenship; pedagogy; social justice

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