The notion of Global Citizenship Education (GCE) has recently emerged in the international education discourse in the context of the Global Education First Initiative lanuched by United Nations Education First Initiative that defines developing global citizenship as one of its fundamental goals. In this book taking into account equality, human rights and social justice the authors argue that GCE offers a new educational perspective for making sense of the existing dilemmas of multiculturalism and national citizenship deficits in diverse societies. The authors explore how teaching and research may be implemented relating to the notion of global citizenship and discuss the intersections between the ideology of GCE and inter- multiculturalism. Situating this debate in the context of the United Nations Global Education First Initiative, the authors address the three main topics which affect education in multicultural societies and in a globalized world, and which represent unsolved dilemmas: diversity and difference vis a vis citizenship building, equality and social justice in democratic societies, and tensions between the global and the local in a globalized world. Through a comparative study of two prevailing approaches – intercultural education within the European Union and multicultural education in the United States – the authors ask what can be learned from each model, offering not only an unifying theoretical framework but also a set of policy recommendations aiming to link the two approaches within the notion of Global Citizenship Education as a framing paradigm.

Quánqiú gōngmín jiàoyù zá duōyuán wénhuà zhǔyì wéijī Dāngqián tiǎozhàn yǔ guāndiǎn biànlùn.

massimiliano tarozzi
2019

Abstract

The notion of Global Citizenship Education (GCE) has recently emerged in the international education discourse in the context of the Global Education First Initiative lanuched by United Nations Education First Initiative that defines developing global citizenship as one of its fundamental goals. In this book taking into account equality, human rights and social justice the authors argue that GCE offers a new educational perspective for making sense of the existing dilemmas of multiculturalism and national citizenship deficits in diverse societies. The authors explore how teaching and research may be implemented relating to the notion of global citizenship and discuss the intersections between the ideology of GCE and inter- multiculturalism. Situating this debate in the context of the United Nations Global Education First Initiative, the authors address the three main topics which affect education in multicultural societies and in a globalized world, and which represent unsolved dilemmas: diversity and difference vis a vis citizenship building, equality and social justice in democratic societies, and tensions between the global and the local in a globalized world. Through a comparative study of two prevailing approaches – intercultural education within the European Union and multicultural education in the United States – the authors ask what can be learned from each model, offering not only an unifying theoretical framework but also a set of policy recommendations aiming to link the two approaches within the notion of Global Citizenship Education as a framing paradigm.
2019
345
9789578614246
massimiliano tarozzi, Torres. C.A.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11585/687091
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