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Rethinking the sacred truths of global citizenship education: A theoretical exploration
This article aims to unpack global citizenship education (GCE) as a concept, arguing that a certain moving forward is needed in the scholarship to allow true engagement of educators and thus students with the topic. It suggests that the contemporary research directions are entangled with strong tren...
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Formato: | Online Artículo Texto |
Lenguaje: | English |
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Springer Netherlands
2021
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Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8630415/ https://www.ncbi.nlm.nih.gov/pubmed/34866658 http://dx.doi.org/10.1007/s11125-021-09587-1 |
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author | Yemini, Miri |
author_facet | Yemini, Miri |
author_sort | Yemini, Miri |
collection | PubMed |
description | This article aims to unpack global citizenship education (GCE) as a concept, arguing that a certain moving forward is needed in the scholarship to allow true engagement of educators and thus students with the topic. It suggests that the contemporary research directions are entangled with strong trends of political correctness and a contrariness agenda, de facto nullifying school-based praxis. It also notes several assumptions in the GCE literature that may benefit from re-examination to critically engage with criticisms of GCE. |
format | Online Article Text |
id | pubmed-8630415 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | Springer Netherlands |
record_format | MEDLINE/PubMed |
spelling | pubmed-86304152021-11-30 Rethinking the sacred truths of global citizenship education: A theoretical exploration Yemini, Miri Prospects (Paris) Viewpoints/ Controversies This article aims to unpack global citizenship education (GCE) as a concept, arguing that a certain moving forward is needed in the scholarship to allow true engagement of educators and thus students with the topic. It suggests that the contemporary research directions are entangled with strong trends of political correctness and a contrariness agenda, de facto nullifying school-based praxis. It also notes several assumptions in the GCE literature that may benefit from re-examination to critically engage with criticisms of GCE. Springer Netherlands 2021-11-30 /pmc/articles/PMC8630415/ /pubmed/34866658 http://dx.doi.org/10.1007/s11125-021-09587-1 Text en © UNESCO IBE 2021 This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic. |
spellingShingle | Viewpoints/ Controversies Yemini, Miri Rethinking the sacred truths of global citizenship education: A theoretical exploration |
title | Rethinking the sacred truths of global citizenship education: A theoretical exploration |
title_full | Rethinking the sacred truths of global citizenship education: A theoretical exploration |
title_fullStr | Rethinking the sacred truths of global citizenship education: A theoretical exploration |
title_full_unstemmed | Rethinking the sacred truths of global citizenship education: A theoretical exploration |
title_short | Rethinking the sacred truths of global citizenship education: A theoretical exploration |
title_sort | rethinking the sacred truths of global citizenship education: a theoretical exploration |
topic | Viewpoints/ Controversies |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8630415/ https://www.ncbi.nlm.nih.gov/pubmed/34866658 http://dx.doi.org/10.1007/s11125-021-09587-1 |
work_keys_str_mv | AT yeminimiri rethinkingthesacredtruthsofglobalcitizenshipeducationatheoreticalexploration |