Global Citizenship Education in Nepal

Autor/inn/en	Shah, Rabi; Brett, Peter
Titel	Global Citizenship Education in Nepal
Quelle	In: International Journal of Development Education and Global Learning, 13 (2021) 2, S.122-135 (14 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Shah, Rabi) ORCID (Brett, Peter)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-5278
DOI	10.14324/IJDEGL.13.2.05
Schlagwörter	Global Approach; Citizenship Education; Educational Policy; Foreign Countries; Textbooks; Educational Practices; Global Education; Content Analysis; Socialization; Educational History; Social Studies; Teacher Attitudes; Grade 5; Grade 6; Grade 7; Nepal + Suchen Sie Ihr Suchwort? Globales Denken; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Politics of education; Bildungspolitik; Ausland; Textbook; Text book; Schulbuch; Lehrbuch; Bildungspraxis; Globales Lernen; Inhaltsanalyse; Socialisation; Sozialisation; History of education; Bildungsgeschichte; Gemeinschaftskunde; Lehrerverhalten; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07
Abstract	The article explores how educational policy, curricula, textbooks and teaching have translated thinking about Nepal's relationship with the rest of the world into global education practice in Nepalese schools in contemporary classrooms. Drawing upon the framework of a policy cycle approach, the article addresses the following research questions: What are the key contemporary messages about global education in Nepal within the 'macro' context of policy influence? How is the theme of global education communicated through the content of Nepalese textbooks at the 'meso' context of policy text production? What are the perceptions of Nepalese social studies teachers with respect to teaching and learning about global education themes at the 'micro' context of practice? Qualitative content analysis of textbooks and documents was conducted, while thematic analysis of interview data was undertaken to understand policy objectives and recommendations related to global citizenship education in Nepal. The findings indicate that educational policies primarily aim to socialise and nurture responsible citizens, while textbooks and teaching processes mostly emphasise the acquisition of knowledge. Some recommendations are made as to how the curriculum, textbooks and pedagogical approaches might be adapted to better support Nepalese young people seeing themselves as global citizens. (As Provided).
Anmerkungen	UCL Press. University College London (UCL), Gower Street, London WC1E 6BT, UK. email: uclpresspublishing@ucl.ac.uk; Web site: https://www.uclpress.co.uk/pages/international-journal-of-development-education-and-global-learning
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01