Global citizenship education as a reflexive dialogic pedagogy | Intellect Skip to content
1981
Philosophical, Ethical and Pedagogical Visions of Global Citizenship Education: Critical Perspectives from International Educators
  • ISSN: 1751-1917
  • E-ISSN: 1751-1925

Abstract

This article examines how senior educators ( = 5) located in Japan perceive global citizenship education (GCE) as a reflexive dialogic pedagogy in the university undergraduate course ‘Dialogues on Global Citizenship Education’. Reflexive dialogue is a form of guided and interactive introspection by which educators encourage learners to speak about their needs and values as viewed interactively through the prism of the topics discussed with their peers. It encompasses educators supporting learners by encouraging them to critically examine the assumptions underlying their actions and the impact of those actions (praxis). It fosters students’ ability to examine systems of inequality and the commitment to take action against these systems (critical consciousness). From this perspective, the GCE course presented the educators with an opportunity to engage learners in reflexive dialogue in relation to the most important social issues of our time (e.g. climate change, COVID-19, refugee crisis, immigration, gender inequality, civil rights, racial discrimination). Data were collected by means of questionnaires and responsive interviews with the educators co-teaching the course, then analysed with the use of grounded theory and the constant comparative method. The educators expressed the opinion that the type of reflexive dialogic GCE developed in the course (1) fostered students’ conviction in common values, (2) developed students’ intellectual humility, (3) nurtured students’ appreciation of ‘Otherness’, (4) advanced students’ multiple perspectives and (5) encouraged students’ understanding of the complex dynamics related to immigration. Based on the findings, this article concludes by making a proposal for a reflexive dialogic GCE framework informed by the values and knowledge of Freirean critical pedagogy ingrained in praxis and students’ critical consciousness development to implement principles of GCE in Japanese and international universities.

Loading

Article metrics loading...

/content/journals/10.1386/ctl_00119_1
2023-06-01
2024-03-29
Loading full text...

Full text loading...

References

  1. Bosio, E.. ( 2017;), ‘ Educating for global citizenship and fostering a nonkilling attitude. ’, in J. E. Pim, and S. H. Rico. (eds), Nonkilling Education, Honolulu, HI:: Center for Global Nonkilling;, pp. 5970.
    [Google Scholar]
  2. Bosio, E.. ( 2020;), ‘ Towards an ethical global citizenship education curriculum framework in the modern university. ’, in D. Bourn. (ed.), Bloomsbury Handbook for Global Education and Learning, London:: Bloomsbury;, pp. 187206.
    [Google Scholar]
  3. Bosio, E.. (ed.) ( 2021a), Conversations on Global Citizenship Education: Perspectives on Research, Teaching, and Learning in Higher Education, New York:: Routledge;.
    [Google Scholar]
  4. Bosio, E.. ( 2021b;), ‘ Global citizenship education as a meta-critical pedagogy: Concluding reflections. ’, in E. Bosio. (ed.), Conversations on Global Citizenship Education: Perspectives on Research, Teaching, and Learning in Higher Education, New York:: Routledge;, pp. 18590.
    [Google Scholar]
  5. Bosio, E.. ( 2021c;), ‘ Conversations with educators on global citizenship education: In the pursuit of social justice. ’, in E. Bosio. (ed.), Conversations on Global Citizenship Education: Perspectives on Research, Teaching, and Learning in Higher Education, New York:: Routledge;, pp. xxxxiv.
    [Google Scholar]
  6. Bosio, E.. ( 2021d;), ‘ Global human resources or critical global citizens? An inquiry into the perspectives of Japanese university educators on global citizenship education. ’, Prospects Comparative Journal of Curriculum, Learning, and Assessment, https://doi.org/10.1007/s11125-021-09566-6.
    [Google Scholar]
  7. Bosio, E.. ( 2021e;), ‘ James Banks: Global citizenship education interview series with Emiliano Bosio. ’, YouTube, 17 September, https://www.youtube.com/watch?v=ARvKNR5TDvg. Accessed 25 February 2022.
    [Google Scholar]
  8. Bosio, E., and Schattle, H.. ( 2021;), ‘ Ethical global citizenship education: From neoliberalism to a values-based pedagogy. ’, Prospects Comparative Journal of Curriculum, Learning, and Assessment, https://link.springer.com/article/10.1007/s11125-021-09571-9.
    [Google Scholar]
  9. Bosio, E., and Torres, C. A.. ( 2019;), ‘ Global citizenship education: An educational theory of the common good? A conversation with Carlos Alberto Torres. ’, Policy Futures in Education, 17:6, pp. 74560.
    [Google Scholar]
  10. Bosio, E., and Waghid, Y.. (eds) ( 2022a), Global Citizenship Education in the Global South: Educators’ Perceptions and Practices, Leiden:: Brill;.
    [Google Scholar]
  11. Bosio, E., and Waghid, Y.. ( 2022b;), ‘ Global citizenship education for critical consciousness development: The four pillars of de-colonialism, caring ethics, eco-critical views, and humanity empowerment. ’, in E. Bosio, and Y. Waghid. (eds), Global Citizenship Education in the Global South, Leiden:: Brill;, pp. 1123.
    [Google Scholar]
  12. Bosio, E., and Waghid, Y.. ( 2022c;), ‘ Democratic pluralistic global citizenship education: Embracing educators’ voices from the Global South. ’, in E. Bosio, and Y. Waghid. (eds), Global Citizenship Education in the Global South, Leiden:: Brill;, pp. 28494.
    [Google Scholar]
  13. Burbules, N.. ( 1993), Dialogue in Teaching: Theory and Practice, New York:: Teachers College Press;.
    [Google Scholar]
  14. Conrad, C.,, Neumann, A.,, Haworth, J. G., and Scott, P.. (eds) ( 1993), Qualitative Research in Higher Education: Experiencing Alternative Perspectives and Approaches, Needham Heights, MA:: Ginn Press;.
    [Google Scholar]
  15. Dempsey, S. E., and Barge, J. K.. ( 2014;), ‘ Engaged scholarship and democracy. ’, in L. L. Putnam, and D. K. Mumby. (eds), The SAGE Handbook of Organizational Communication: Advances in Theory, Research, and Methods, , 3rd ed.., Thousand Oaks, CA:: Sage;, pp. 66588.
    [Google Scholar]
  16. Freire, P.. ( 1970), Pedagogy of the Oppressed, New York:: Continuum;.
    [Google Scholar]
  17. Freire, P.. ( 1996), Pedagogy of the Oppressed, London:: Penguin Books;.
    [Google Scholar]
  18. Freire, P.. ( 2004), Pedagogia da tolerância (‘Pedagogy of tolerance’), São Paulo:: UNESP;.
    [Google Scholar]
  19. Giroux, H. A., and Bosio, E.. ( 2021;), ‘ Critical pedagogy and global citizenship education. ’, in E. Bosio. (ed.), Conversations on Global Citizenship Education: Perspectives on Research, Teaching, and Learning in Higher Education, New York:: Routledge;, pp. 312.
    [Google Scholar]
  20. Glaser, B., and Strauss, A.. ( 1967), The Discovery of Grounded Theory: Strategies for Qualitative Research, London:: Wiedenfeld and Nicholson;.
    [Google Scholar]
  21. Glaser, B. G.. ( 1965;), ‘ The constant comparative method of qualitative analysis. ’, Social Problems, 12:4, pp. 43645.
    [Google Scholar]
  22. LeGrange, L., and Reddy, C.. ( 1998), Continuous Assessment: An Introduction and Guidelines to Implementation, Cape Town:: Juta Higher Education Publishers;.
    [Google Scholar]
  23. Maruyama, M.. ( 1974;), ‘ Paradigmatology and its application to cross-disciplinary, cross-professional and cross-cultural communication. ’, Dialectica, 28:3&4, pp. 13596.
    [Google Scholar]
  24. McLaren, P., and Bosio, E.. ( 2022;), ‘ Revolutionary critical pedagogy and critical global citizenship education: A conversation with Peter McLaren. ’, Citizenship Teaching & Learning, 17:2, pp. 16581.
    [Google Scholar]
  25. Merriam, S. B., and Grenier, R. S.. (eds) ( 2019), Qualitative Research in Practice: Examples for Discussion and Analysis, San Francisco, CA:: Jossey-Bass;.
    [Google Scholar]
  26. Pollner, M.. ( 1991;), ‘ Left of ethnomethodology: The rise and decline of radical reflexivity. ’, American Sociological Review, 56:3, pp. 37080.
    [Google Scholar]
  27. Rubin, H. J., and Rubin, I. S.. ( 2005), Qualitative Interviewing, London:: Sage;.
    [Google Scholar]
  28. Said, E. W.. ( 1978), Orientalism, New York:: Pantheon Books;.
    [Google Scholar]
  29. Torres, C. A., and Bosio, E.. ( 2020a;), ‘ Global citizenship education at the crossroads: Globalisation, global commons, common good, and critical consciousness. ’, Prospects Comparative Journal of Curriculum, Learning, and Assessment, 48, pp. 99113.
    [Google Scholar]
  30. Torres, C. A., and Bosio, E.. ( 2020b;), ‘ Critical reflections on the notion of global citizenship education: A dialogue with Carlos Alberto Torres in relation to higher education in the United States. ’, Encyclopaideia, 24:56, pp. 10717.
    [Google Scholar]
  31. Veugelers, W., and Bosio, E.. ( 2021;), ‘ Linking moral and social-political perspectives in global citizenship education: A conversation with Wiel Veugelers. ’, Prospects Comparative Journal of Curriculum, Learning, and Assessment, https://link.springer.com/article/10.1007/s11125-021-09576-4.
    [Google Scholar]
  32. Bosio, Emiliano. ( 2023;), ‘ Global citizenship education as a reflexive dialogic pedagogy. ’, Citizenship Teaching & Learning, Special Issue: ‘Philosophical, Ethical and Pedagogical Visions of Global Citizenship Education: Critical Perspectives from International Educators’, 18:2, pp. 17794, https://doi.org/10.1386/ctl_00119_1
    [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.1386/ctl_00119_1
Loading
/content/journals/10.1386/ctl_00119_1
Loading

Data & Media loading...

This is a required field
Please enter a valid email address
Approval was a success
Invalid data
An error occurred
Approval was partially successful, following selected items could not be processed due to error