Reimagining Global Citizenship Education for a Volatile, Uncertain, Complex, and Ambiguous (VUCA) World

Autor/in	Stein, Sharon
Titel	Reimagining Global Citizenship Education for a Volatile, Uncertain, Complex, and Ambiguous (VUCA) World
Quelle	In: Globalisation, Societies and Education, 19 (2021) 4, S.482-495 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stein, Sharon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7724
DOI	10.1080/14767724.2021.1904212
Schlagwörter	Citizenship Education; Global Approach; Social Problems; World Problems; Political Attitudes; Neoliberalism; Critical Theory; Land Settlement; Racial Bias; Social Bias; Educational Policy; Teaching Methods; Critical Literacy; Educational Practices; Standards; Educational Change + Suchen Sie Ihr Suchwort? Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Globales Denken; Social problem; Soziales Problem; Weltproblem; Political attitude; Politische Einstellung; Neo-liberalism; Neoliberalismus; Kritische Theorie; Siedlungsraum; Racial discrimination; Rassismus; Politics of education; Bildungspolitik; Teaching method; Lehrmethode; Unterrichtsmethode; Kritisches Lesen; Bildungspraxis; Standard; Bildungsreform
Abstract	In this article, I propose the need to reimagine global citizenship education for a VUCA world: volatile, uncertain, complex, and ambiguous. In this context, it remains unclear what kind of GCE could adequately prepare young people for numerous overlapping global challenges. Most responses to this conjuncture suggest that we revise our descriptions of the problems we face, and cohere around a single prescription for how to proceed in order to either reform or replace our existing system. Drawing on a diagnosis of the present offered by Zygmunt Bauman, and a decolonial analysis of how we arrived here, I ask how we might reimagine GCE in ways that are strategically responsive to current systemic crises, and ethically responsive to the ongoing colonial conditions that are at the root of these crises. I propose an approach to GCE that moves beyond the transmission of static competencies or content, and instead fosters learners' capacities for ongoing self-reflexivity, accountability, and discernment. Toward this end, I suggest balancing concrete policy and open-ended pedagogy, critical and affective literacy, and intellectual and relational rigour. I also suggest the need to identify and interrupt harmful circularities that commonly emerge in efforts to imagine GCE otherwise. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01