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 THE PALGRAVE HANDBOOK
OF GLOBAL CITIZENSHIP AND
EDUCATION
Edited by Ian Davies, Li-Ching Ho, Dina Kiwan, Carla L.
Peck, Andrew Peterson, Edda Sant and Yusef Waghid.
The Palgrave Handbook of Global Citizenship
and Education
Ian Davies · Li-Ching Ho · Dina Kiwan
Carla L. Peck · Andrew Peterson
Edda Sant · Yusef Waghid
Editors

The Palgrave
Handbook of Global
Citizenship and
Education
Editors Andrew Peterson
Ian Davies Faculty of Education
Department of Education Canterbury Christ Church University
University of York Canterbury, UK
York, UK
Edda Sant
Li-Ching Ho Faculty of Education
University of Wisconsin-Madison Manchester Metropolitan University
Madison, WI, USA Manchester, UK

Dina Kiwan Yusef Waghid

Department of Education and Social Department of Education Policy Studies,
Justice, School of Education Faculty of Education
University of Birmingham Stellenbosch University
Birmingham, UK Stellenbosch, South Africa

Carla L. Peck
Department of Elementary Education
University of Alberta
Edmonton, AB, Canada

ISBN 978-1-137-59732-8 ISBN 978-1-137-59733-5 (eBook)

https://doi.org/10.1057/978-1-137-59733-5
Library of Congress Control Number: 2017939879

© The Editor(s) (if applicable) and The Author(s) 2018

The author(s) has/have asserted their right(s) to be identified as the author(s) of this work in
accordance with the Copyright, Designs and Patents Act 1988.
This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher,
whether the whole or part of the material is concerned, specifically the rights of translation,
reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any
other physical way, and transmission or information storage and retrieval, electronic adaptation,
computer software, or by similar or dissimilar methodology now known or hereafter developed.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this
publication does not imply, even in the absence of a specific statement, that such names are
exempt from the relevant protective laws and regulations and therefore free for general use.
The publisher, the authors and the editors are safe to assume that the advice and information in
this book are believed to be true and accurate at the date of publication. Neither the publisher
nor the authors or the editors give a warranty, express or implied, with respect to the material
contained herein or for any errors or omissions that may have been made. The publisher remains
neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Cover credit: fandijki/Getty Images

Printed on acid-free paper

This Palgrave Macmillan imprint is published by Springer Nature

The registered company is Macmillan Publishers Ltd.
The registered company address is: The Campus, 4 Crinan Street, London, N1 9XW, United
Kingdom
 Contents

Part I Geographically-Based Overviews

1 Global Citizenship Education in Australasia 3

Andrew Peterson, Andrea Milligan and Bronwyn E. Wood

2 Europe and Global Citizenship 21

Alistair Ross and Ian Davies

3 The Middle East 37

Dina Kiwan

4 Global Citizenship Education in North America 51

Carla L. Peck and Karen Pashby

5 Global Citizenship Education in Latin America 67

Edda Sant and Gustavo González Valencia

6 Conceptions of Global Citizenship Education in East and

Southeast Asia 83
Li-Ching Ho

7 Global Citizenship Education: A Southern African

Perspective 97
Yusef Waghid

v
vi Contents

Part II Ideologies

8 Global Citizenship Education and Globalism 113

Silke Schreiber-Barsch

9 Living Together with National Border Lines

and Nationalisms 133
Kanako Ide

10 Internationalism in Global Citizenship and Education 149

Tracey I. Isaacs

11 Transnationalism in Education: Theoretical Discussions

and the Implications for Teaching Global Citizenship
Education 165
Hannah Soong

12 Why Cosmopolitanism Needs Rethinking 179

Marianna Papastephanou

13 Global Citizenship Education, Postcolonial Identities,

and a Moral Imagination 193
Nuraan Davids

14 Indigeneity and Global Citizenship Education: A Critical

Epistemological Reflection 209
Philip Higgs

Part III Key Concepts

15 Justice and Global Citizenship Education 227

Edda Sant, Sue Lewis, Sandra Delgado and E Wayne Ross

16 Global Citizenship and Equity: Cracking the Code

and Finding Decolonial Possibility 245
Lynette Shultz

17 Diversity, Global Citizenship and the Culturally Responsive

School 257
Robert Hattam
 Contents vii

18 Identity, Belonging and Diversity in Education for Global

Citizenship: Multiplying, Intersecting, Transforming, and
Engaging Lived Realities 277
Karen Pashby

19 Sustainable Development and Global Citizenship Education:

Challenging Imperatives 295
Annette Gough

Part IV Principal Perspectives and Contexts

20 Economy and Economics 315

Reinhold Hedtke

21 Politics, Global Citizenship and Implications for Education 331

Lynne Parmenter

22 Culture and Citizenship 347

Theresa Alviar-Martin

23 Morality 363
Thomas Misco

24 Transformative Spirituality and Citizenship 377

Binaya Subedi and Jeong-eun Rhee

25 Race, National Exclusion, and the Implications for Global

Citizenship Education 393
Jennifer M. Bondy and Aaron Johnson

26 Gender, Sexuality and Global Citizenship Education:

Addressing the Role of Higher Education in Tackling Sexual
Harassment and Violence 409
Vanita Sundaram

27 Migration and Implications for Global Citizenship

Education: Tensions and Perspectives 425
Laura Quaynor and Amy Murillo

28 Social Class 439

Paul Wakeling
viii Contents

Part V Key Issues in Teaching and Learning

29 History Education and Global Citizenship Education 457

Antoni Santisteban, Joan Pagès and Liliana Bravo

30 Global Citizenship Education and Geography 473

William Gaudelli and Sandra J. Schmidt

31 Intercultural Citizenship Education in the Language

Classroom 489
Melina Porto

32 Science Education: Educating the Citizens of the Future 507

David Geelan

33 Drama Education and Global Citizenship and Education 523

Norio Ikeno and Jun Watanabe

34 Social Media and Youth: Implications for Global Citizenship

Education 539
Manisha Pathak-Shelat

35 Seeking Global Citizenship Through International

Experiential/Service Learning and Global Citizenship
Education: Challenges of Power, Knowledge and Difference
for Practitioners 557
Allyson Larkin

36 Study Abroad and Global Citizenship: Paradoxes and

Possibilities 573
Graham Pike and Mackenzie Sillem

37 Activism as/in/for Global Citizenship: Putting Un-Learning

to Work Towards Educating the Future 589
Stephanie Curley, Jeong-eun Rhee, Binaya Subedi and Sharon
Subreenduth

38 Global Citizenship Education—Assessing the Unassessable? 607

Alicia Prowse and Rachel Forsyth

Index 625
 Editors and Contributors

About the Editors

Ian Davies is Professor of Education in the Department of Education, Uni-

versity of York, UK. He is director of the Centre for Research on Education
and Social Justice, deputy head of department of education and director of
the Graduate School of Education at York. He is the author of many books
and articles on the theme of citizenship education. He has worked as an
expert for the Council of Europe on education for democratic citizenship, is a
past fellow of the Japan Society for the Promotion of Science and is a visiting
professor at the Hong Kong University of Education.
Li-Ching Ho is a social studies Professor at the University of Wisconsin-
Madison. Her research focuses on three interrelated lines of inquiry: dif-
ferentiated access to citizenship education, global issues of diversity in civic
education, and environmental citizenship. She has published articles in jour-
nals such as the Journal of Curriculum Studies, Teachers College Record, and
Teaching and Teacher Education. She is also a founding member and current
President of the Singapore Association for Social Studies Education.
Dina Kiwan is a Reader in Comparative education, School of Education,
University of Birmingham UK, and formerly Associate Professor in the
Department of Sociology, Anthropology and Media Studies, at the American
University of Beirut, since September 2012. Educated at the universities of
Oxford, Harvard and London in psychology, sociology and education, her
research program focuses on citizenship and civil society, which is interdisci-
plinary and international extending across the domains of education, gender,
human rights, immigration and naturalization. Publications include Kiwan
(2008). Education for Inclusive Citizenship (Routledge), and Kiwan, D. (ed.).
(2013) Naturalization Policies, Education and Citizenship: Multicultural and
Multination Societies in International Perspective (Palgrave Macmillan).

ix
x Editors and Contributors

Carla L. Peck is Associate Professor of Social Studies Education in the

Department of Elementary Education at the University of Alberta. Her
research interests include students’ understandings of democratic concepts,
diversity, identity, citizenship and the relationship between students’ ethnic
identities and their understandings of history. In 2010, she was honoured
with the Canadian Education Association’s Pat Clifford Award for Early
Career Research in Education and in the 2011 Publication Award from The
History Education Network/Histoire et Education en Réseau. Dr. Peck has
published widely on citizenship education and history education in pres-
tigious journals including the Canadian Journal of Education, Curriculum
Inquiry, Theory & Research in Social Education, and Citizenship Teaching
and Learning. She is co-author of Education, Globalization and the Nation
(Palgrave Macmillan, 2016).
Andrew Peterson is Professor of Civic and Moral Education at Canterbury
Christ Church University, and Adjunct Professor of Education at the Uni-
versity of South Australia. He has published widely in the fields of civic and
moral education, and is co-editor of the Journal of Philosophy in Schools. He
is book reviews editor for the British Journal of Educational Studies and han-
dling editor for Citizenship Teaching and Learning. His latest books are The
Palgrave International Handbook of Education for Citizenship and Social Jus-
tice (Palgrave; edited with Robert Hattam, Michalinos Zembylas and James
Arthur) and Compassion and Education: Cultivating Compassionate Children,
Schools and Communities.
Edda Sant is a Senior Lecturer in the Department of Childhood, Youth and
Education Studies at Manchester Metropolitan University. She has previously
worked as a Teaching and Research Fellow at the Universitat Autònoma de
Barcelona (Spain) and as Social science and Citizenship education teacher in
different schools. Her research focuses on democratic, citizenship and history
education, particularly on the topics of political participation and the educa-
tion of national/global identities.
Yusef Waghid is Distinguished Professor of Philosophy of Education at Stel-
lenbosch University in South Africa. His most recent books include, Edu-
cation, assessment and dissonance (Co-authored with Nuraan Davids, New
York: Peter Lang, 2017), and Philosophy of education as action: Implications
for teacher education (Co-authored with Nuraan Davids, Boulder & London:
Lexington Books, 2017).

Contributors

Theresa Alviar-Martin Education University of Hong Kong, Hong Kong,

People’s Republic of China
Jennifer M. Bondy Virginia Tech, Blacksburg, USA
 Editors and Contributors xi

Liliana Bravo Universidad Alberto Hurtado, Santiago, Chile

Stephanie Curley Manchester Metropolitan University, Manchester, UK
Ian Davies Department of Education, University of York, York, UK
Nuraan Davids Stellenbosch University, Stellenbosch, South Africa
Sandra Delgado Department of Curriculum and Pedagogy, University of
British Columbia, Vancouver, Canada
Rachel Forsyth Manchester Metropolitan University, Manchester, UK
William Gaudelli Teachers College, Columbia University, New York, USA
David Geelan Griffith University, Southport Queensland, Australia
Gustavo González Valencia Universidad de Medellin, Medellin, Colombia
Annette Gough RMIT University, Melbourne, VIC, Australia
Robert Hattam School of Education, Magill Campus, University of South
Australia, Magill, Australia
Reinhold Hedtke Chair of Social Science Education and Economic Sociol-
ogy, Faculty of Sociology, Bielefeld University, Bielefeld, Germany
Philip Higgs University of South Africa, Pretoria, South Africa
Li-Ching Ho University of Wisconsin-Madison, Madison, USA
Kanako Ide Soka University, Tokyo, Japan
Norio Ikeno Nippon Sport Science University, Tokyo, Japan
Tracey I. Isaacs English Department, Alasala University, Dammam, King-
dom of Saudi Arabia
Aaron Johnson University of Nebraska Lincoln, Lincoln, USA
Dina Kiwan School of Education, University of Birmingham, Birmingham,
UK
Allyson Larkin Western University, London, England
Sue Lewis Independent consultant, St. George, Grenada
Andrea Milligan Faculty of Education, Victoria University of Wellington,
Wellington, New Zealand
Thomas Misco College of Education, Health, and Society, Miami Univer-
sity, Oxford, OH, USA
Amy Murillo College of Education, Lewis University, Romeoville, IL, USA
Joan Pagès Facultat de Ciències de l’Educació, Universitat Autònoma de
Barcelona, Bellaterra, Spain
xii Editors and Contributors

Marianna Papastephanou University of Cyprus, Nicosia, Cyprus; Faculty of

Educational Sciences, University of Oslo, Oslo, Norway
Lynne Parmenter Centre for Tertiary Teaching and Learning, Waikato Uni-
versity, Hamilton, New Zealand
Karen Pashby Childhood, Youth and Education Studies, Manchester Met-
ropolitan University, Manchester, UK
Manisha Pathak-Shelat MICA, Ahmedabad, India
Carla L. Peck Department of Elementary Education, University of Alberta,
Edmonton, AB, Canada
Andrew Peterson Faculty of Education, Canterbury Christ Church Univer-
sity, Canterbury, Kent, England
Graham Pike Vancouver Island University, Nanaimo, Canada
Melina Porto Instituto de Investigaciones en Humanidades y Ciencias
Sociales (Institute of Research in the Social Sciences and the Humanities),
Facultad de Humanidades y Ciencias de la Educación (School of Humanities
and Sciences of Education), Universidad Nacional de La Plata and CONI-
CET (Consejo Nacional de Investigaciones Científicas y Técnicas), La Plata,
Argentina
Alicia Prowse Manchester Metropolitan University, Manchester, UK
Laura Quaynor College of Education, Lewis University, Romeoville, IL,
USA
Jeong-eun Rhee College of Education Information & Technology, New
York, NY, USA
Jeong-eun Rhee College of Education, Information, & Technology,
Brookville, NY, USA
Alistair Ross London Metropolitan University, London, UK
E Wayne Ross Department of Curriculum and Pedagogy, University of Brit-
ish Columbia, Vancouver, Canada
Edda Sant Manchester Metropolitan University, Manchester, UK
Antoni Santisteban Facultat de Ciències de l’Educació, Universitat
Autònoma de Barcelona, Bellaterra, Spain
Sandra J. Schmidt Teachers College, Columbia University, New York, USA
Silke Schreiber-Barsch University of Hamburg, Hamburg, Germany
Lynette Shultz University of Alberta, Edmonton, Canada
Mackenzie Sillem Vancouver Island University, Nanaimo, Canada
 Editors and Contributors xiii

Hannah Soong University of South Australia, North Adelaide, Australia

Binaya Subedi The Ohio State University at Newark, Newark, OH, USA
Sharon Subreenduth Bowling Green State University, Bowling Green, OH,
USA
Vanita Sundaram University of York, York, UK
Yusef Waghid Department of Education Policy Studies, Stellenbosch Uni-
versity in South Africa, Matieland, South Africa
Paul Wakeling Department of Education, Derwent College, University of
York, Heslington, York, UK
Jun Watanabe Nihon University, Tokyo, Japan
Bronwyn E. Wood Faculty of Education, Victoria University of Wellington,
Wellington, New Zealand
 List of Figures

Fig. 19.1 Different dimensions of sustainable development and their

relative importance 304
Fig. 31.1 Leaflet in English 499
Fig. 31.2 Graffiti project 501
Fig. 31.3 Classroom mural art 502
Fig. 33.1 Acquisition-oriented learning model 528
Fig. 38.1 Assessment lifecycle 616
Fig. 38.2 Sample generic outcomes 617
Fig. 38.3 Assessment for responsible marketing unit (Business
marketing degree, final year) 618
Fig. 38.4 Assessment for ecology unit (Ecology and wildlife
conservation degree, year one) 619
Fig. 38.5 Assessment for shaping the community unit (Geography
diploma/degree, Year 2) 620

xv
 List of Tables

Table 5.1 Global citizenship education in Latin American countries 74

Table 10.1 Competence 159
Table 10.2 Interconnectivity 162
Table 19.1 The 17 sustainable development goals and the three pillars
of sustainable development 302
Table 29.1 Contributions of history education towards global
citizenship education 465
Table 34.1 Social media and global citizenship education 550
Table 37.1 Teaching and learning pedagogy/possibilities 601
Table 38.1 ‘Assessability’ of skills, values and attributes (All definitions
from Oxford English Dictionary) 613

xvii
 Editors’ Introduction

We aim in this Handbook to provide in-depth analyses of:

• Geographically based overviews of global citizenship and education

(Australasia; Europe; Middle East; North America; Latin America; South
East Asia; Southern Africa)
• The key ideologies that influence the meaning of global citizenship and
education (globalism; nationalism; internationalism; transnationalism;
cosmopolitanism, post-colonialism; indigenousness and indigeneity)
• The key concepts that underpin debates about global citizenship and
education (justice; equity; diversity; identity and belonging; sustainable
development)
• The principal perspectives and contexts including ‘mainstream’ and criti-
cal interpretations with implications for global citizenship and education
(economics; politics; culture; morality; spirituality and religion; ‘race’/
ethnicity; gender and sexuality; migration; social class).
• Key issues in teaching about and for global citizenship through main-
stream school subjects (history, geography, language, science, drama);
and beyond individual school subjects (social media; service learning;
study abroad; activism; and evaluation and assessment).

Global citizenship and its relationship with education is a vitally important

field. This Handbook contains up-to-date contributions from leading writers
in the field, providing what we hope will be a valuable international refer-
ence work. We have written and edited the Handbook principally for schol-
ars working in higher education. We hope it will be of interest to academics,
researchers and higher degree research students, and should also be of inter-
est to students following educational studies and/or teacher preparation
courses. We hope that the book will have a wide appeal, given its focus on

xix
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