Education for Global Citizenship
Abstract
This article is based on the analysis of citizenship competencies to respond to the demand for integral human development in the humanities. This paper explores the relationship between citizenship training in education and human development necessary for the formation of democratic citizens. The text also presents different controversies that gravitate around the concept of citizenship in the light of various theoretical conceptions and assumes a position that favors its application in educational proposals in an international context. Furthermore, unveiling the sources that generate the conception of the formation of citizens throughout history presupposes analyzing the synergies that characterize the models of citizenship and the educational projection of each educational stage. The importance of reflecting on the rationality of pedagogical decisions comprises an exercise to recognize the challenge implied by the new challenges of our time, from the processes of formation for the exercise of global citizenship. The problem discussed is the confrontation of knowledge, within the framework of integral education, highlighting the limitations of representative democracy. The objective is to raise the importance of the formation of citizenship competencies with a critical look at education for global citizenship, which implies connecting the local and global scale in an integral way, in order to highlight the relevance of an education for world citizenship.
Downloads
References
Andreotti, V. (2006). Soft versus critical global citizenship education. Policy and Practice: A Development Education Review, 3, 40-51.
Arendt, H. (1973). Crisis de la república. Madrid, ES: Taurus.
Arendt, H. (1993). Between past and future: eight exercises in political thought. New York, NY: Penguin Books.
Arendt, H. (1996). La condición humana. Barcelona, ES: Paidós.
Bacarizo, B. T., & Fernandéz, A. S. (2016). Literacidad crítica para una ciudadanía global: una investigación en Educación Primaria. In C. R. G. Ruiz, A. A. Doreste, & B. A. Mediero (Coords.), Deconstruir la alteridad desde la didáctica de las ciencias sociales. educar para una ciudadanía global (p. 674-683). Las Palmas, ES: AUPDCS.
Blanch, J. P. (1997). La formación del pensamiento social. In P. B. Arguimbau, & J. P. Blanch (Coords.), Enseñar y aprender ciencias sociales, geografía e historia en la Educación Secundaria (p. 151-168). Barcelona, ES: Horsori.
Bobbio, N. (2000). El futuro de la democracia. Ciudade del México, MX: Fondo de Cultura Economica.
Bohman, J. (1998). The coming of age of deliberative democracy. The Journal of Political Philosophy, 6(4), 400-425.
Bromley, P. (2009). Cosmopolitanism in civic education: exploring cross-national trends, 1970-2008. Current Issues in Comparative Education, 12(1), 33-44.
Chaux, E., Lleras, J., & Velásquez, A. (2004). Competencias ciudadanas: de los estándares al aula. Una propuesta de integración a las áreas académicas. Bogotá, CO: Ediciones Uniandes.
Cortina, A. (2003). Ciudadanos del mundo: hacia una teoría de la ciudadanía (3 reimpr.). Madrid, ES: Alianza.
Delors, J. (1996a). Formar a los protagonistas del futuro. El Correo de la Unesco, 49(4), 6-11.
Delors, J. (1996b). La educación encierra un tesoro. Madrid, ES: Ediciones Unesco.
Diaz, C. (1992). Civic education in Latin America. In National Council for the Social Studies National Convention. Detroit, MI.
Dill, J. S. (2013). The longings and limits of global citizenship education, the moral pedagogy of schooling in a cosmopolitan age. New York, NY: Routledge.
Ferrara, A. (2004). El desafío republicano. Claves de Razón Práctica, (139), 4-12.
Foucault, M. (1976). Vigilar y castigar: nacimiento de la prisión. Ciudade del México, MX: Siglo XXI.
Foucault, M. (1984). Vigiar e punir (3a ed.). Rio de Janeiro, RJ: Vozes.
Garfunkel, I. (2017). Verdad y justicia: ¿términos incompatibles en la justicia transicional? American University International Law Review, 32(2), 408-436.
Habermas, J. (1998). Facticidad y validez. Sobre el derecho y el Estado democrático en derecho en términos de teoría del discurso. Madrid, ES: Trotta.
Habermas, J. (1999). La inclusión del otro. Estudios de teoría política. Barcelona, ES: Paidós.
Held, D. (2007). Modelos de democracia. Madrid, ES: Alianza.
McLaren, P., & Kincheloe, J. L. (2008). Pedagogía crítica: de qué hablamos, dónde estamos. Barcelona, ES: Graó.
Offe, C. (2004). Partidos políticos y nuevos movimientos sociales. Madrid, ES: Fundación Sistema.
Ortega-Sánchez, D., & Blanch, J. P. (2020). The end-purpose of teaching history and the curricular inclusion of social problems from the perspective of primary education trainee teachers. Social Sciences, 9(2), 1-17. DOI: https://doi.org/10.3390/socsci9020009
Perán Rex, F. I. (2015). El desarrollo de las competencias básicas a través del debate. Una propuesta didáctica (Tesis doctoral). Universidad de Murcia. Murcia, España.
Pettit, P. (1999). Republicanismo: una teoria sobre la libertad y el gobierno. Barcelona, ES: Paidós.
Platão. (1992). República. Libro VII. Madrid, ES: Gredos.
Rapoport, A. (2009). A forgotten concept: global citizenship education and state social studies standards. Journal of Social Studies Research, 33(1), 91-112.
Rawls, J. (2001). El derecho de gentes y una revisión de la idea de razón pública. Barcelona, ES: Paidós.
Reysen, S., & Katzarska-Miller, I. (2013). A model of global citizenship: antecedents and outcomes. International Journal of Psychology, 48(5), 858-870. DOI: https://doi.org/10.1080/00207594.2012.701749
Riquelme, C. M. (2018). El papel de la educación en la conformación de patrones de usos y desarrollo de habilidades relacionadas con la innovación tecnológica: la construcción de la ciudadanía digital en la escuela chilena (Tesis Doctoral). Universidad Complutense de Madrid, Madrid.
Sant, E. (2018). We, the non-global citizens: reflections on the possibilities and challenges of democratic global citizenship education in higher education contexts. Citizenship Teaching & Learning, 13(3), 273-292. DOI: https://doi.org/10.1386/ctl.13.3.273_1
Sartori, G. (1998). Homo videns: la sociedad teledirigida. Madrid, ES: Taurus.
Skinner, Q. (1995). Las ciudades- república italianas. In J. Dunn (Coord.), Democracia. El viaje inacabado (p. 70-82). Barcelona, ES: Tusquets.
Stromquist, N. P. (2009). Theorizing global citizenship: discourses, challenges, and implications for education. Revista Interamericana de Educación para la Democracia, 2(1), 6-29.
Torres, C. A. (2017). Theoretical and empirical foundations of critical global citizenship education. New York, NY: Taylor & Francis.
Tully, J. (2014). On global citizenship: james tully in dialogue. New York, NY: Bloomsbury Academic.
United Nations Educational, Scientific and Cultural Organization [Unesco]. (2015). Global citizenship education: topics and learning objectives. Paris, FR: Unesco.
United Nations Educational, Scientific and Cultural Organization [Unesco]. (2018). Preparing teachers for global citizenship education: a template. Bangkok, TH: Unesco.
Zúñiga, E. A. (1998). Participación estudiantil y construcción de ciudadanía democrática. Pensamiento Educativo, 22(1), 241-258.
DECLARATION OF ORIGINALITY AND COPYRIGHTS
I declare that this article is original and has not been submitted for publication in any other national or international journal, either in part or in its entirety.
The copyright belongs exclusively to the authors. The licensing rights used by the journal are the Creative Commons Attribution 4.0 (CC BY 4.0) license: sharing (copying and distributing the material in any medium or format) and adaptation (remixing, transforming, and building upon the material thus licensed for any purpose, including commercial purposes) are permitted.
It is recommended that you read this link for more information on the subject: providing credits and references correctly, among other crucial details for the proper use of the licensed material.
