Conference Agenda

Overview and details of the sessions of this conference. Please select a date or location to show only sessions at that day or location. Please select a single session for detailed view (with abstracts and downloads if available).

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Session Overview
Session
07 SES 12 A: Global Citizenship as a Pedagogy of Hope
Time:
Thursday, 24/Aug/2023:
3:30pm - 5:00pm

Session Chair: Namrata Sharma
Location: James McCune Smith, TEAL 407 [Floor 4]

Capacity: 42 persons

Panel Discussion

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Presentations
07. Social Justice and Intercultural Education
Panel Discussion

Global Citizenship as a Pedagogy of Hope

Namrata Sharma1, Douglas Bourn2, Ana Belén García-Varela3, Massimiliano Tarozzi4

1State University of New York, United States of America; 2UCL Institute of Education, London, United Kingdom; 3Universidad de Alcalá, Spain; 4University of Bologna, Italy

Presenting Author: Sharma, Namrata; Bourn, Douglas; García-Varela, Ana Belén; Tarozzi, Massimiliano

In this session scholars explore the theory and practice of global citizenship education, with a special focus on the United Nations’ Sustainable Development Goals (SDGs) and the 2030 Agenda for sustainability. The objective of the session is to introduce new theoretical developments and the impact of the COVID-19 pandemic on scholarly discourses in global citizenship education. The presentations debate the extent to which global citizenship should be seen as a pedagogical approach for social change, and within this promote a sense of hope, whilst being mindful of the existing global challenges to building a more just, diverse and sustainable world. In this session scholars explore several converging themes within their respective presentations:

  1. An exploration of ethical and values-based perspectives that is lacking in the present discourse on education for global citizenship.
  2. The idea of global citizenship as an organizing principle for rethinking the curriculum across diverse education settings.
  3. An examination of existing and alternative pedagogical models and practices, including from non-western perspectives that can contribute to the intercultural dimension of education for global citizenship.

Structure of the session: Three presentations will be followed by a discussion led by an expert in the field (listed as fourth presenter).

Paper 1

Title: Education for Sustainable Development and Global Citizenship: An Intercultural Approach

The contributions of this paper are centred around these key questions: how can education be reframed in light of the environmental crisis? How do we address teaching about sustainability and global citizenship based on alternative paradigms? This paper reflects on the double planetary crises of climate impacts and COVID-19 through a study of selected less widely known perspectives and eco-visions. Value-creating global citizenship education is developed as a pedagogical approach from a study of selected indigenous perspectives aimed to enhance the United Nations’ 2030 Agenda for sustainable development, and beyond. The key focus of this approach is to build resilience and hope through engaged relationships between learners and their natural, social, and educational environments.

Paper 2

Title: Pedagogy of Hope for Global Social Justice

COVID-19 and the climate change crisis have re-enforced the need for education around the world to incorporate diverse perspectives that suggest social change is possible, but this means bringing in themes of global citizenship and a sense of hope. This paper will build on the author’s recently published book on education for social change and how crisis such as the global pandemic and debates around sustainability have suggested that social justice needs to have a much more central place within all educational provision. The paper will make reference to the continued importance of Paulo Freire in addressing these questions. The paper will give examples from research and practice as to how educators are starting to address these challenges.

Paper 3

Title: Creating Value at University for Social Transformation Based on Hope and Respect for Diversity

In this paper we will use as an example our work carried out at the University of Alcalá in the formation of future Early Childhood and Primary Education teachers and their ability to adapt to the diversity in their classrooms. It is essential that teachers reflect on how to create value (Makiguchi, 1989) in a classroom based on their own experience, giving meaning to their learning in an inclusive context. In our classes we use the transformative (Kegan, 2000; Hoggan, 2016) and dialogic (Wegerif et al, 2023) learning approaches to build reflective learning based on experience and reflection on experience. Through taking responsibility for their own learning, teachers are able to see themselves as potential agents for transforming reality to construct a fairer world (Hall, et al., 2021).


References
•Bourn, D. (Ed.). (2020). The Bloomsbury handbook of global education and learning. London: Bloomsbury.
•Bourn, D. (2021). Pedagogy of hope: Global learning and the future of education. International Journal of Development Education and Global Learning, 13(2), 65–78. DOI: https://doi.org/10.14324/IJDEGL.13.2.01
•Bourn, D. (2022). Education for social change. London: Bloomsbury.
•Hall, C., Krueger-Henney, P., Kunimoto, N.M., Zakharia, Z. (2021). Hope is a decision: Pedagogical acts toward the collective commitment to remake the world. In I. Nuñez & Jason Goulah (Ed.) Hope and Joy in Education. Teachers College Press.
•Hoggan, C. (2016). Transformative learning as a metatheory: Definition, criteria, and typology. Adult Education Quarterly, 66(1), 57–75. https://doi.org/10.1177/0741713615611216
•Ikeda, D. (2020). El nuevo humanismo. Civilización Global.
•Ikeda, D. (2021). The light of learning: Selected writings on education. Santa Monica: Middleway Press.
•Kegan, R. (2000). What ‘form’ transforms? In J. Mezirow (Ed.), Learnings transformation (pp. 35-70). Jossey-Bass.
•Makiguchi, T. (1989). Education for Creative Living: Ideas and proposals of Tsunesaburo Makiguchi. Iowa State.
•Moraes, S. and Freire L. (2016). The University Curriculum and the Ecology of Knowledges towards building a Planetary Citizenship. Transnational Curriculum Inquiry, 13, 1-20. https://doi.org/10.18546/IJDEGL.8.3.03 (Also published in Portuguese)
•Sharma, N. (2020). Value-creating global citizenship education for sustainable development: Strategies and approaches. Cham: Palgrave Macmillan.
•Sharma, N. (2021). Gandhi, value creation, and global education: Intercultural perspectives on education for citizenship. In Kumar, M. and Welikala, T. (Ed.), Teaching and learning in higher education: The context of being, interculturality and new knowledge systems (pp. 237–247).  Bingley: Emerald Publishing. DOI: https://doi.org/10.1108/978-1-80043-006-820211018
•Tarozzi, M. (2021). Educating for global citizenship in diverse and unequal societies. In Conversations of Global Citizenship education. Perspectives on research, teaching, and learning in higher education (pp. 89 – 102). New York: Routledge.
•UNESCO. (2019). Global citizenship education. Paris: UNESCO.
•Wegerif, R., Shi, S., Rubio-Jimenez, A., Long, Y. Liu, Q. & Chang, C C. (2023) Dialogic education: tensions and dilemmas. In International Encyclopedia of Education 4th Edition. Elsevier.

Chair
Namrata Sharma, DrNamrataSharma@gmail.com, State University of New York


 
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