Three Faces of Global Citizenship Education: IB Schools' Self-Representations in Four Local Contexts

Autor/inn/en	Dvir, Yuval; Shields, Robin; Yemini, Miri
Titel	Three Faces of Global Citizenship Education: IB Schools' Self-Representations in Four Local Contexts
Quelle	In: British Journal of Educational Studies, 66 (2018) 4, S.455-475 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1005
DOI	10.1080/00071005.2018.1533102
Schlagwörter	Global Approach; Citizenship Education; Neoliberalism; Advanced Placement Programs; Teaching Methods; Cross Cultural Studies; Web Sites; Institutional Characteristics; International Education; Foreign Countries; Moral Values; Hong Kong; Illinois; United Arab Emirates; Netherlands + Suchen Sie Ihr Suchwort? Globales Denken; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Neo-liberalism; Neoliberalismus; Teaching method; Lehrmethode; Unterrichtsmethode; Cultural comparison; Kulturvergleich; Web-Design; Internationale Erziehung; Ausland; Moral value; Ethischer Wert; Hongkong; Vereinigte Arabische Emirate; Niederlande
Abstract	This study examines the construction and meaning of International Baccalaureate (IB) schools as manifested by schools in four locations: Chicago, the Netherlands, Hong Kong, and the United Arab Emirates. Through analysis of schools' websites, we identify three major approaches towards constructing the schools' image: globally acknowledged quality, moral global citizenship, and neoliberal global citizenship. We show how these approaches are employed in each of the contexts and discuss theoretical implications. We suggest a further nuanced conceptualization of global citizenship education (GCE) by reviewing the varied ways these IB schools are engaging with the topic, and how local contexts might shape these. In light of the growing prominence of International Baccalaureate Organization programs worldwide, it is important to foster theoretical discussions on the ways GCE is articulated and manifested. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01