A Meta-Review of Typologies of Global Citizenship Education

Autor/inn/en	Pashby, Karen; da Costa, Marta; Stein, Sharon; Andreotti, Vanessa
Titel	A Meta-Review of Typologies of Global Citizenship Education
Quelle	In: Comparative Education, 56 (2020) 2, S.144-164 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pashby, Karen) ORCID (da Costa, Marta) ORCID (Stein, Sharon) ORCID (Andreotti, Vanessa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2020.1723352
Schlagwörter	Global Education; Citizenship Education; Classification; Journal Articles; Neoliberalism; Educational Research; Political Attitudes; Epistemology; Ideology + Suchen Sie Ihr Suchwort? Globales Lernen; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Classification system; Klassifikation; Klassifikationssystem; Journal article; Zeitschriftenaufsatz; Neo-liberalism; Neoliberalismus; Bildungsforschung; Pädagogische Forschung; Political attitude; Politische Einstellung; Erkenntnistheorie; Ideologie
Abstract	This paper reports on a reflexive exercise contributing a meta-mapping of typologies of GCE and supplementary analysis of that mapping. Applying a heuristic of three main discursive orientations reflected in much of the literature on GCE -- neoliberal, liberal, and critical -- and their interfaces, we created a social cartography of how nine journal articles categorise GCE. We found the greatest confluence within the neoliberal, greatest number within the liberal, and a conflation of different 'types' of GCE within the critical orientation. We identified interfaces between neoliberal-liberal and liberal-critical orientations as well as new interfaces: neoconservative-neoliberal-liberal, critical-liberal-neoliberal, and critical-post critical. Despite considerable diversity of GCE orientations, we argue GCE typologies remain largely framed by a limited range of possibilities, particularly when considered as implicated in the modern-colonial imaginary. In a gesture toward expanding future possibilities for GCE, we propose a new set of distinctions between methodological, epistemological, and ontological levels. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01