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dc.contributor.authorKim, EJA
dc.date.accessioned2021-10-07T04:53:31Z
dc.date.available2021-10-07T04:53:31Z
dc.date.issued2021
dc.identifier.issn0033-1538en_US
dc.identifier.doi10.1007/s11125-021-09554-wen_US
dc.identifier.urihttp://hdl.handle.net/10072/408730
dc.description.abstractThe Covid-19 pandemic was a reminder of the importance of increasing connectivity amidst the accelerated rate of changes and disruptive events of our era. The need and the rationale for global citizenship education (GCED) were ever more emphasized by many educational organizations, including UNESCO. This article reviews the GCED discourses conceptualizing global competence as instrumental action and a binary view of global-local relations. In turn, the article proposes the idea of curriculum-as-relations for GCED. Curriculum-as-relations conceptualizes competence as situated praxis and focuses on providing authentic critical-translocal learning. Authentic critical-translocal learning through the strategy of comparison offers an alternative view of global-local relations as “articulated moments created by situated praxis”. This new understanding of global-local relations may help different stakeholders to imagine GCED curricula beyond a Tylerian instrumentalist, ends-means orientation of curriculum.en_US
dc.description.peerreviewedYesen_US
dc.languageenen_US
dc.publisherSpringer Science and Business Media LLCen_US
dc.relation.ispartofjournalProspectsen_US
dc.subject.fieldofresearchSpecialist studies in educationen_US
dc.subject.fieldofresearchcode3904en_US
dc.titleGlobal citizenship education through curriculum-as-relationsen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Articlesen_US
dcterms.bibliographicCitationKim, EJA, Global citizenship education through curriculum-as-relations, Prospects, 2021en_US
dc.date.updated2021-10-07T01:15:10Z
gro.description.notepublicThis publication has been entered as an advanced online version in Griffith Research Online.en_US
gro.hasfulltextNo Full Text
gro.griffith.authorKim, Eun-Ji Amy


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