Global Citizenship: A Typology for Distinguishing its Multiple Conceptions

Autor/inn/en	Oxley, Laura; Morris, Paul
Titel	Global Citizenship: A Typology for Distinguishing its Multiple Conceptions
Quelle	In: British Journal of Educational Studies, 61 (2013) 3, S.301-325 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1005
DOI	10.1080/00071005.2013.798393
Schlagwörter	Citizenship; Classification; Advocacy; Global Approach; Political Influences; Cultural Influences; Moral Values; Citizenship Education; Foreign Countries; Curriculum; Educational Policy; Religious Factors; Economic Factors; United Kingdom (England) + Suchen Sie Ihr Suchwort? Staatsbürgerschaft; Classification system; Klassifikation; Klassifikationssystem; Sozialanwaltschaft; Globales Denken; Political influence; Politischer Einfluss; Cultural influence; Kultureinfluss; Moral value; Ethischer Wert; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Ausland; Curricula; Lehrplan; Rahmenplan; Politics of education; Bildungspolitik; Ökonomischer Faktor
Abstract	The promotion of "Global Citizenship" (GC) has emerged as a goal of schooling in many countries, symbolising a shift away from national towards more global conceptions of citizenship. It currently incorporates a proliferation of approaches and terminologies, mirroring both the diverse conceptions of its nature and the socio-politico contexts within which it is appropriated. This paper seeks to clarify this ambiguity by constructing a typology to identify and distinguish the diverse conceptions of GC. The typology is based on two general forms of GC: cosmopolitan based and advocacy based. The former incorporates four distinct conceptions of GC -- namely, the political, moral, economic and cultural; the latter incorporates four other conceptions -- namely, the social, critical, environmental and spiritual. Subsequently, we briefly illustrate how the typology can be used to evaluate the critical features of a curriculum plan designed to promote GC in England. The typology provides a novel and powerful means to analyse the key features of the very diverse range of educational policies and programmes that promote GC. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10