Finnish UNESCO School Educators' Understanding of Global Citizenship Education: Analysis through Typologies, Ecosocial Understanding, and Human Rights

Autor/inn/en	Kasa, Tuija; Karilainen, Laura; Rajala, Antti; Cantell, Hannele; Kallioniemi, Arto
Titel	Finnish UNESCO School Educators' Understanding of Global Citizenship Education: Analysis through Typologies, Ecosocial Understanding, and Human Rights
Quelle	In: Prospects, 53 (2023) 3-4, S.459-476 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kasa, Tuija) ORCID (Rajala, Antti) ORCID (Cantell, Hannele) ORCID (Kallioniemi, Arto)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-1538
DOI	10.1007/s11125-021-09597-z
Schlagwörter	Citizenship Education; Teacher Attitudes; Civil Rights; Student Centered Learning; International Organizations; Racism; Foreign Countries; Sustainability; Advocacy; Cultural Awareness; Democracy; Classification; Networks; Administrator Attitudes; Finland + Suchen Sie Ihr Suchwort? Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Lehrerverhalten; Bürgerrechte; Grundrechte; Zivilrecht; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; International organisation; International organisations; International organization; Internationale Organisation; Rassismus; Ausland; Nachhaltigkeit; Sozialanwaltschaft; Cultural identity; Kulturelle Identität; Demokratie; Classification system; Klassifikation; Klassifikationssystem; Finnland
Abstract	This article sheds light on the unexplored field of UNESCO schools in Finland, and the results clarify the relationships between curricula, international commitments, and the understanding of educators in the educational field. It examines how teachers and principals of UNESCO's Associated Schools Network (ASPnet) in Finland describe their understanding of the role of global citizenship education (GCE). It draws on the typology proposed by Oxley and Morris in which forms of global education are divided into cosmopolitan types and--more critically--advocacy types and subtypes. The article also draws on concepts connected to GCE in the Finnish curricula (namely, ecosocial understanding and human rights). Findings indicate that educators perceived equality, democracy, and ecological sustainability as part of UNESCO schools and their own work. On the other hand, the need for increasing student-centered approaches was noted, racism was perceived as a difficult topic, and active deconstruction of inequalities was less referenced. When analyzing the results through typologies of global citizenship, the critical, spiritual, and economic aspects of GCE received less attention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01