30 SES 12 A, Global Citizenship Education and ESE (Part II)
Paper Session Part II, continued from 30 SES 05 A
In the current context, the United Nations General Assembly (UNO, 2015) raised through 2030 Agenda, the Sustainable Development Goals (SDG) to reach a world in peace, more just, sustainable and equitable for the whole population, in order to decrease the gaps between the different sectors of the society (Pugliese, 2015). The 2030 Agenda proposes the development of these objectives from the political, economic, social and educational institutions as a strategy. In educational institutions, Education for Global Citizenship (GCED), is a way for the inclusion of the SDGs in the educational projects of schools, in order to favor the processes of transformation of social models, political, economic and educational (Wang & Hoffman, 2016). This transformation is focused on the development of committed and active citizens, with the capacity to act to foster a deep change in social awareness. All this is carried out based on a deep and critical analysis at the level of the reality, from a local to global and global to local perspective (Guo, 2014; Leivas-Vargas &Boni-Aristizábal, 2017). According to Banks (2008), GCE should help students develop attitudes, skills and commitment to recognize and to embrace diversity, considering the consequences of a neoliberal socio political order.
In this frame, the Zaragoza Provincial Council (DPZ), through the University and the Federation of Solidarity Associations (FAS), is promoting different projects in schools from the province of Zaragoza (Spain), whose objectives are the establishment of synergies between the educational institutions, political institutions and social agents, for the inclusion of the SDGs in the schools, in order to promote Education for Global Citizenship.
Thus, in 2018 the ‘Transforming the Community’ project arises, and in 2019, the ‘Teachers and Schools for a Global Citizenship’ project is created, both executed by the Chair of Development Cooperation of the University of Zaragoza (UZ), together with the Federation of Solidarity Associations (FAS). This Project pretend: Consolidating and expanding a network of teachers and educational centers that develop transformative practices of Education for Global Citizenship (ECG), encouraging the inclusion of the SDGs in its center projects and establish collaborative work networks that serve as a motor of social and educational change (Blasco-Serrano et al., 2019; Kopish, 2017). The Network provides a space for reflection and exchange of experiences and work, while providing advice, training and support for the inclusion of the SDGs in the Educational and Curricular Projects of educational centers in the province of Zaragoza. In this context, and given the relevance of this theme, the following research questions emerge:
How does the development of a Global Citizenship Education project influence schools and teachers?
What changes are making the schools that participate in an Education for Global Citizenship project?
The present study is carried out from an evaluative approach (Smith, 2010), since it is attempted to analyze and understand the development of a project to include the SDG into the schools, through Global Citizenship Education. Furthermore, we want to inquire into the influence on teachers and schools in which it is applied. The tool to collect the data was an ad hoc self-administered questionnaire made up of 20 items. The questionnaire had 18 close-ended and 2 open-ended questions, that evaluated 3 dimensions: - Influence of GCE training, from a justice and equity perspective, in teachers and schools. - Possibilities of including the GCE and SDG in the official curriculum. - Changes and proposals of new ideas and projects in the educational community and in the social environment after knowing and sharing experiences, projects ... The questionnaire was sent by email to the participant schools. Teachers from 11 Early Childhood and Primary Education Centers (CEIP) and 4 Rural Grouped Centers participated in the study. These are the centers that have actively participated in the creation and implementation of the training and awareness activities of the Teachers and Schools for a Global Citizenship project, outside and within the centers, with commitment and collaboration. The data collected from the closed ended questions have been statistically analyzed. Likewise, the information obtained through open ended questions is being analyzed and categorized, from a qualitative perspective, contrasted with the scientific literature related to the subject.
The findings show how the activities of the project connected the curriculum with SDG. More than 50% of schools have had an impact on the SDG for Gender Equality and Climate Action. Further, almost 30% of the schools have worked Good health and well-being, Quality Education, Sustainable cities and communities and Life on land. These activities have allowed teachers a change in their perspective, towards a sense of justice and equity (Leivas-Vargas and Boni-Aristizábal, 2017). In the same vein, teachers considered that the activities of the project had favoured the awareness and commitment about a more sustainable and fair world. In this way, teachers reflect about their role to promote values and knowledge about sustainability, social and economic issues, interculturality and critical thinking (Banks & Diem, 2008). Teachers highlight how the project offers the establishment of teaching networks and with the community, which provide possibilities to work, discuss and reflect to develop activities about living together (Pigozzi, 2006). Further, teachers empathize the need for continuous and contextualized training (Vigo Arrazola et al, 2016) with other colleagues to share and create new proposals to develop the sense of justice and critical thinking in pupils. In the same vein, they expressed the relevance of consider different approaches and the relationships with community and University, and how these aspects have contributed to develop a process of contrast and reflection that has allowed them to reconstruct their educational practice, from the commitment with local and global community (Leivas-Vargas, & Boni-Aristizábal, 2017; Wang, & Hoffman, 2016). We conclude, there is a challenge to involve the community in the schools issues, in a continuous process. For this, a training based on reflection and critical knowledge is necessary, as well as transformation towards a fairer and sustainable world, taking into account the local and the global.
Blasco-Serrano, A. C., Dieste, B. & Coma, T. (2019). Attitudes in Schools regarding Education for Global Citizenship. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 17(3), 79-98, https://doi.org/10.15366/reice2019.17.3.005. Banks, J. A., & Diem, N. (2008). Diversity and citizenship education. Handbook of research in social studies education, 137-154. Guo, L. (2014). Preparing teachers to educate for 21st century global citizenship: envisioning and enacting. Journal of Global Citizenship & Equity Education, 4(1), 75-98. Kopish, M. A. (2017). Global Citizenship education and the development of globally competent teacher candidates. Journal of International Social Studies, 7(2), 20 59. Leivas-Vargas, M. y Boni-Aristizábal, A. (2017). La investigación colectiva para la transformación social hacia la ciudadanía global y el desarrollo sostenible. Revista española de desarrollo y cooperación, 41, 41-53. UNO, United Nations General Assembly (2015). The 2030 Agenda for Sustainable Development, Resolución aprobada by United Nations General Assembly on 25/12/2015. http://www.un.org/es/comun/docs/?symbol=A/RES/70/1 Pigozzi, M. J. (2006). A UNESCO view of global citizenship education. Educational Review, 58(1), 1-4. https://doi.org/10.1080/00131910500352473 Pugliese, G.D. (2015). Preparing students for citizenship in a global society: A case study. Southern Connecticut State University Smith, M. J. (2010). Handbook of Program Evaluation for Social Work and Health Professionals. Oxford University Press. Vigo Arrazola, M. B., Dieste Gracia, B., & Thurston, A. (2016). Ethnographic research on family participation of schools and its relationship to teacher professional development in an inclusive school. Revista electrónica interuniversitaria de formación del profesorado, 19(1), 1-14. Wang, C. y Hoffman, D. M. (2016). Are we the world? A critical reflection on selfhood and global citizenship education. Education Policy Analysis Archives, 24(56), 1 22. https://doi.org/10.14507/epaa.24.2152
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