Global Citizenship Education conceptualisation in curriculum guidelines of the New Zealand Curriculum
DOI:
https://doi.org/10.26686/nzaroe.v25.6935Keywords:
Global Citizenship, New Zealand Curriculum, Global Citizenship Education, globalisation, global citizenAbstract
Global Citizenship Education is a significant theme in the United Nations Educational Sustainable Development Goal #4. The aim of the goal is “to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” (UNESCO, 2015b). This article provides an insight into where and how notions of Global Citizenship and Global Citizenship Education are represented within the New Zealand Curriculum. The systematic review of the document’s content and learning objectives, themes, and categories were based on the thematic framework proposed by Cox and Browes. These were generated utilising UNESCO’s definitions of Global Citizenship Education and the International Association for the Evaluation of Educational Achievement’s international assessment studies of citizenship and civic education. In spite of the limitations of this research systematic review, that is, only the New Zealand Curriculum document is reviewed, this study adds some understandings of how and where Global Citizenship and Global Citizenship Education concepts exist at the curriculum level within Aotearoa New Zealand, making the suggestion of the incorporation of a Global Citizenship Education definition and concepts into the curriculum guideline documents to enhance the connection and fulfilment of Sustainable Development Goal #4.
Downloads
References
Adamson, B., & Morris, P. (2014). In M. Bray, B. Adamson., and M. Mason (Eds.), Comparative education research: Approaches and methods (2nd ed., pp. 309-332). Springer. https://doi.org/10.1007/978-3-319-05594-7 DOI: https://doi.org/10.1007/978-3-319-05594-7
Arthur, J. (2012). Research methods and methodologies in education. Sage.
Bray, M., & Thomas, R. M. (1995). Levels of compassion in educational studies: Different insights from different literatures and the value of multilevel analyses. Harvard Educational Review, 65(3), 472-491. DOI: https://doi.org/10.17763/haer.65.3.g3228437224v4877
Browes, N. (2017). Global citizenship concepts in the curricula of four countries. Current and Critical Issues in Curriculum, Learning and Assessment. IBE-UNESCO and APCEIU.
Coffey, A., & Atkinson, P. (1996). Making sense of qualitative data: Complementary research strategies. Sage.
Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education (7th ed.). Routledge.
Corbin, J., & Strauss, A. (2008). Strategies for qualitative data analysis. Basics of qualitative research. Techniques and procedures for developing grounded theory, 3. DOI: https://doi.org/10.4135/9781452230153
Cox, C. (2017). Global Citizenship concepts in curriculum guidelines of 10 countries: Comparative analysis. Current and Critical Issues in Curriculum, Learning and Assessment. IBE-UNESCO-APCEIU.
Curtis, W., Murphy, M., & Shields, S. (2013). Research and education. Routledge. DOI: https://doi.org/10.4324/9781315858326
de Oliveira Andreotti, V. (2011). (Towards) decoloniality and diversality in Global Citizenship education. Globalisation, Societies and Education, 9(3-4), 381-397). DOI: https://doi.org/10.1080/14767724.2011.605323
Deardorff, D. K. (2011). Assessing intercultural competence. New Directions for Institutional Research, 2011(149), 65. DOI: https://doi.org/10.1002/ir.381
Freire, P. (2000). Pedagogy of the oppressed (30th anniv. Ed.). Continuum, 35. Continuum International.
Giroux, H. A. (2011). On critical pedagogy (Vol. 1). Continuum International.
Goren, H., & Yemini, M. (2017). Global Citizenship education redefined: A systematic review of empirical studies on Global Citizenship education. International Journal of Educational Research, 82, 170-183. DOI: https://doi.org/10.1016/j.ijer.2017.02.004
Hayward, B. (2012). Children, citizenship and environment: Nurturing a democratic imagination in a changing world. Routledge. DOI: https://doi.org/10.4324/9780203106839
Hayward, B., & Wood, B. (2016). Editorial. SET, 3, 1-3. DOI: https://doi.org/10.18296/set.0049
Hirst, P. (2000). Globalisation, the nation state and political theory. Routledge.
Keating, A., Ortloff, D. H., and Philippou, S. (2009). Citizenship education curricula: The changes and the chllenges presented by global and European integration. Journal of Curriculum Studies, 41(2), 145-158). DOI: https://doi.org/10.1080/00220270802485063
Kelly, A. V. (2009). The curriculum: Theory and practice. Sage.
King, N. (2004). 21 Using templates in the thematic analysis of text. Essential guide to qualitative methods in organizational research, 265. DOI: https://doi.org/10.4135/9781446280119.n21
Lichtman, M. (2013). Qualitative research for the social sciences. Sage. DOI: https://doi.org/10.4135/9781544307756
Mansilla, V. B., & Jackson, A. (2011). Educating for global competency. In New York: Asia Society. https://asiasociety.org/files/book-globalcompetence.pdf
McIntosh, P. (Ed.). (2005). Gender perspectives on educating for Global Citizenship. Teachers College Press.
Ministry of Education. (2007). New Zealand Curriculum. Learning Media.
Muetzelfeldt, M., & Smith, G. (2002). Civil society and global governance: The possibilities for Global Citizenship. Citizenship Studies, 6(1), 55-75. DOI: https://doi.org/10.1080/13621020220118759
Naiditch, F. (2016). Critical pedagogy and the teaching of reading for social action. Developing Critical Thinking: From Theory to Classroom Practice, 87.
Navarro-Medina, E., & de Alba-Fernandez, N. (2015). Citizenship education in the European curricula. Procedia, Social and Behavioral Sciences, 197, 45-49.
https://doi.org/10.1016/j.sbspro.2015.07.381 DOI: https://doi.org/10.1016/j.sbspro.2015.07.381
Newton, J., Yates, E., Shearn, S., & Nowitzki, W. (2010). Intercultural communicative language teaching: Implications for effective teaching and learning. Report to the Ministry of Education. Ministry of Education.
Noddings, N. (2005). Educating citizens for global awareness. Teachers College Press.
Nussbaum, M. C. (2006). Education and democratic citizenship: Capabilities and quality education. Journal of Human Development, 7(3), 385-395. DOI: https://doi.org/10.1080/14649880600815974
Organisation for Economic Co-operation and Development. (2018). Preparing our youth for an inclusive and sustainable world. The OECD PISA global competence framework. https://www.oecd.org/pisa/Handbook-PISA-2018-Global-Competence.pdf
Organisation for Economic Co-operation and Development. (2020). PISA 2018 Results (Vol VI). https://oecd-library.org/content/publication/d5f68679-en
Olssen, M. (2004). Neoliberalism, globalization, democracy: Challenges for education. Globalisation, Societies and Education, 2(2), 231-275. https://doi.org/10.1080/14767720410001733665 DOI: https://doi.org/10.1080/14767720410001733665
Osler, A., & Vincent, K. (2002). Citizenship and the challenge of global education. Trentham Books.
Oxfam. (1997). A curriculum for Global Citizenship: Oxfam’s development education programme. Oxfam.
Oxley, L., & Morris, P. (2013). Global Citizenship: A typology for distinguishing its multiple conceptions. British Journal of Educational Studies, 61(3), 301-325. DOI: https://doi.org/10.1080/00071005.2013.798393
Palincsar, A. S. (1998). Social constructivist perspectives on teaching and learning. Annual Review of Psychology, 49(1), 345-375). DOI: https://doi.org/10.1146/annurev.psych.49.1.345
Pashby, K. (2015). Conflations, possibilities, and foreclosures: Global Citizenship education in a multicultural context. Curriculum Inquiry, 45(4), 345-366. https://doi.org/10.1080/03626784.2015.1064304 DOI: https://doi.org/10.1080/03626784.2015.1064304
Peterson, A., Milligan, A., & Wood, B. E. (2018). Global Citizenship education in Australasia. In The Palgrave handbook of Global Citizenship and education (pp. 3-20). Springer. DOI: https://doi.org/10.1057/978-1-137-59733-5_1
Rapoport, A. (2013). Global Citizenship themes in the social studies classroom: Teaching devices and teachers’ attitudes. The Educational Forum (West Lafayette, Ind.), 77(4). 407-420. https://doi.org/10.1080/00131725.2013.822041 DOI: https://doi.org/10.1080/00131725.2013.822041
Reimers, F. (2009). Educating for global competency. International Perspectives on the goals of Universal Basic and Secondary Education, 22, 183.
Reimers, F., Chopra, V., Chung, C. K., Higdon, J., & O’Donnell, E. B. (2016). Empowering global citizens: A world course. CreateSpace Independent Publishing Platform SC.
Sant, E., Davies, I., Pashby, K., & Schultz, L. (2018). Global citizenship education: A critical introduction to key concepts and debates. Bloomsbury.
Schiro, M. (2012). Curriculum theory: Conflicting visions and enduring concerns. Sage.
Schleicher, A. (2020, October 22-23). Worldwide launch of the results of the Programme for International Student Assessment (PISA) Global Competence Assessment [Keynote presentation]. AFS Global Conference, Singapore. https://conference.afs.org/
Sinnema, C. (2016). The ebb and flow of curricular autonomy: Balance between local freedom and natural prescription in curricula. The Sage handbook of curriculum, pedagogy and assessment, 965-983. https://doi.org/10.4135/9781473921405.n59 DOI: https://doi.org/10.4135/9781473921405.n59
Smith, M. K. (1996, 2000). Curriculum theory and practice. The encyclopedia of informal education. www.infed.org/biblio/b-curric.htm
Tallon, R., & Milligan, A. (2018). The changing field of development and global education resource provision in New Zealand. International Journal of Development Education and Global Learning. https://doi.org/10.18546/IJDEGL.10.1.05 DOI: https://doi.org/10.18546/IJDEGL.10.1.05
United Nations Educational, Scientific and Cultural Organization. (2013). Global Citizenship education: Preparing learners for the challenge of the 21st century. UNESCO.
United Nations Educational, Scientific and Cultural Organization. (2015a). UNESCO and sustainable development goals. UNESCO.
United Nations Educational, Scientific and Cultural Organization. (2015b). Unpacking sustainable development goal 4 education 2030. UNESCO.
United Nations Educational, Scientific and Cultural Organization. (2016a). Education for people and planet: Creating sustainable futures for all (Global Education Monitoring Report). UNESCO.
United Nations Educational, Scientific and Cultural Organization. (2016b). Textbooks pave the way to sustainable development (Global Education Monitoring Report Policy paper 28). UNESCO.
White, C., & Openshaw, R. (2002). Translating the national to the global in citizenship education. Citizenship Education and the Curriculum, 151-166.
Wood, B. E. (2014). Participatory capital: Bourdieu and citizenship education in diverse school communities. British Journal of Sociology of Education, 35(4), 578-597. DOI: https://doi.org/10.1080/01425692.2013.777209
Wood, B. E. (2019). Global Citizenship education: Definitions and debates. Curriculum Matters (15), 93-98. DOI: https://doi.org/10.18296/cm.0038
Wood, B. E., & Sheehan, M. (2020). Transformative disciplinary learning in history and social studies: Lessons from a high-autonomy curriculum in New Zealand. The curriculum Journal. https://doi.org/10.1002/curj.87 DOI: https://doi.org/10.26686/wgtn.13191395.v1
Yates, L., & Grumet, M. (2011). World yearbook of education 2011: Curriculum in today’s world: Configuring knowledge, identities, work and politics. Routledge. DOI: https://doi.org/10.4324/9780203830499
Yemini, M. (2017). Internationalization and Global Citizenship. Policy and Practice in Education, 10, 973-978. DOI: https://doi.org/10.1007/978-3-319-38939-4
Young, S. L. B. (2018). From situated privilege to dis/abilities: Developing critical literacies across social issues. Journal of Adolescent & Adult Literacy, 61(5), 501-509. DOI: https://doi.org/10.1002/jaal.720
Zahabioun, S., Yousefy, A., Yarmohammadian, M. H., & Keshtiaray, N. (2012). Global Citizenship Education and its implications for curriculum goals at the age of globalization. International Education Studies, 6(1). https://doi.org/10.5539/ies.v6n1p195 DOI: https://doi.org/10.5539/ies.v6n1p195
Downloads
Published
Issue
Section
License
The Author(s) retain ownership of the copyright in the Article but hereby grant the Publisher an exclusive license to publish the article.
NZAROE gives authors full permission to deposit their articles in publicly accessible institutional repositories, providing that:
- Articles are placed in repositories after publication.
- Metadata about articles include the DOI and journal issue information.
