A Critical Reading of "The National Youth White Paper on Global Citizenship": What Are Youth Saying and What Is Missing?

Autor/inn/en	Arshad-Ayaz, Adeela; Andreotti, Vanessa; Sutherland, Ali
Titel	A Critical Reading of "The National Youth White Paper on Global Citizenship": What Are Youth Saying and What Is Missing?
Quelle	In: International Journal of Development Education and Global Learning, 8 (2017) 2, S.19-36 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-526X
Schlagwörter	Foreign Countries; Position Papers; Global Approach; Citizenship Education; Student Attitudes; Self Concept; Change Agents; Citizen Participation; Educational Change; Perspective Taking; Equal Education; Social Justice; Critical Literacy; Media Literacy; Critical Thinking; Cultural Pluralism; Multicultural Education; Canada + Suchen Sie Ihr Suchwort? Ausland; Positionspapier; Globales Denken; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Schülerverhalten; Selbstkonzept; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Bildungsreform; Zukunftsperspektive; Soziale Gerechtigkeit; Kritisches Lesen; Media skills; Medie competence; Medienkompetenz; Kritisches Denken; Kulturpluralismus; Multikulturelle Erziehung; Kanada
Abstract	In the recent "National Youth White Paper on Global Citizenship" (2015), a selection of Canadian youth identified their vision for global citizenship education (GCE). The document articulates the Canadian youths' vision for global citizenship and outlines changes that need to be implemented in order for that vision to be achieved. Drawing on critiques of modernity and of liberal multiculturalism coming from postcolonial, decolonial, and feminist anti-racist scholarship, this article explores how young people imagine their positionalities as Canadian citizens and agents of change in the world. We aim to describe how the White Paper can be used both as a call for deepening critical engagements in education as well as a bridge for discussions of GCE in ways that move conversations into new realms. This paper is divided into four sections. In the first section, we analyse the 2015 White Paper, written collaboratively by Canadian students. It is the first document to focus exclusively on youth perceptions of what action is needed and what problems need to be addressed. We summarize the Canadian youths' articulation and understanding of GCE and identify the major themes addressed. The second section articulates the calls for action that the Canadian youth deem necessary for their vision of global citizenship. As they demand an emphasis on criticality in their formal education, we consider how we can listen to and respond to these calls. The third section presents a critical analysis of the document with a view to paving the way for collaborations to push discussions even further. The fourth section highlights how we can build on the White Paper to move discussions about GCE in new and different directions. We aim to address how the White Paper can be used to further the conversations in ways that explore how the youths' calls for actions can open up the possibilities for critical GCE. (As Provided).
Anmerkungen	UCL IOE Press. UCL Institute of Education, University of London, 20 Bedford Way, London WC1H 0AL. Tel: +44-20-7911-5565; e-mail: ioe.ioepress@ucl.ac.uk; Web site: https://www.ucl-ioe-press.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01