This article provides a conceptual analysis of the two domains of global citizenship education and adult education and learning, along with their similarities and differences. It begins by unpacking the ambiguous and contested concept of global citizenship education and proposing a critical vision of it, within a global social justice framework. Against this backdrop, the article argues for reconceptualizing adult education and learning as global citizenship education, instead of considering the latter to be one of the key issues of the former. Their structural link is grounded in their common epistemological nature. The domains are interlocked to the extent that both (1) promote active citizenship skills, (2) strive towards equality and social justice on a global level and (3) adopt a valuesbased approach and promote transformative learning. In conclusion, an original ‘Four-dimensions approach to adult education and learning as global citizenship education’ conceptual model is advanced potentially to inform policymakers, practitioners and researchers. The model is made up of four basic components of adult education and learning as global citizenship education, namely: aims and scope (what for), contents and skills (what), processes and pedagogies (how), actors and learning environments (who).

Rethinking adult learning and education as global citizenship education: A conceptual model with implications for policy, practice and further research / Milana, Marcella; Tarozzi, Massimiliano. - In: INTERNATIONAL JOURNAL OF DEVELOPMENT EDUCATION AND GLOBAL LEARNING. - ISSN 1756-5278. - ELETTRONICO. - 13:1(2021), pp. 46-60. [10.14324/IJDEGL.13.1.04]

Rethinking adult learning and education as global citizenship education: A conceptual model with implications for policy, practice and further research

Tarozzi, Massimiliano
2021

Abstract

This article provides a conceptual analysis of the two domains of global citizenship education and adult education and learning, along with their similarities and differences. It begins by unpacking the ambiguous and contested concept of global citizenship education and proposing a critical vision of it, within a global social justice framework. Against this backdrop, the article argues for reconceptualizing adult education and learning as global citizenship education, instead of considering the latter to be one of the key issues of the former. Their structural link is grounded in their common epistemological nature. The domains are interlocked to the extent that both (1) promote active citizenship skills, (2) strive towards equality and social justice on a global level and (3) adopt a valuesbased approach and promote transformative learning. In conclusion, an original ‘Four-dimensions approach to adult education and learning as global citizenship education’ conceptual model is advanced potentially to inform policymakers, practitioners and researchers. The model is made up of four basic components of adult education and learning as global citizenship education, namely: aims and scope (what for), contents and skills (what), processes and pedagogies (how), actors and learning environments (who).
2021
Rethinking adult learning and education as global citizenship education: A conceptual model with implications for policy, practice and further research / Milana, Marcella; Tarozzi, Massimiliano. - In: INTERNATIONAL JOURNAL OF DEVELOPMENT EDUCATION AND GLOBAL LEARNING. - ISSN 1756-5278. - ELETTRONICO. - 13:1(2021), pp. 46-60. [10.14324/IJDEGL.13.1.04]
Milana, Marcella; Tarozzi, Massimiliano
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11585/827371
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