Global Citizenship Education: An Educational Theory of the Common Good? A Conversation with Carlos Alberto?Torres

Autor/inn/en	Bosio, Emiliano; Torres, Carlos Alberto
Titel	Global Citizenship Education: An Educational Theory of the Common Good? A Conversation with Carlos Alberto?Torres
Quelle	In: Policy Futures in Education, 17 (2019) 6, S.745-760 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bosio, Emiliano)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-2103
DOI	10.1177/1478210319825517
Schlagwörter	Stellungnahme; Citizenship Education; Educational Theories; Global Approach; College Faculty; Cultural Influences; Power Structure; Social Justice; Social Systems; Curriculum Implementation; Social Values; Values Education; Critical Theory; California (Los Angeles) + Suchen Sie Ihr Suchwort? Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Educational theory; Theory of education; Bildungstheorie; Globales Denken; Fakultät; Cultural influence; Kultureinfluss; Soziale Gerechtigkeit; Social system; Soziales System; Sozialer Wert; Werterziehung; Kritische Theorie
Abstract	This paper presents a remarkable conversation with Carlos Alberto Torres about Global Citizenship Education (GCE) in relation to research, teaching, and learning in the USA. Torres is a Distinguished Professor of Education, UNESCO UCLA Chair on Global Learning and Global Citizenship Education, UCLA and Founding Director of the Paulo Freire Institute (São Paulo; Buenos Aires; UCLA). In this dialogue, he artfully blends together theoretical and practical perspectives on global citizenship focused on the connection between culture and power, the interrelationships of economic, political and cultural spheres in the modern educational institutions in the context of growing internationalization and globalization of education offering an exclusive portrait of GCE as a site of permanent pursuit for social justice. Our tête-à-tête is presented as a pedagogical tool for discussion that invites educators to reflect critically on the possible origins and implications of GCE discourses they are exposed to. It is designed with the intent to contribute toward the possibility of imagining a "yet-to-come" post-colonial, critical-transformative, and value-creating GCE-curriculum beyond a Westernized, market-oriented and apolitical practices toward a more sustainable paradigm based on principles of mutuality and reciprocity, or as Torres calls it in this discussion "el buen vivir"--a concept that portrays a way of acting in society that is community-centric, ecologically balanced, and culturally sensitive, in the ongoing construction of a more just and peaceful world. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01