30 SES 17 A, Research on Global (Citizenship) Education
This paper presents the argument for centring of critiques from environmental and sustainable development scholarship alongside critical global citizenship education scholarship in response to enacting United Nations Sustainable Development Goal 4.7 in Global North contexts. As educators and researchers working in these two areas, respectively, we draw on Andreotti’s (2012) HEADSUP tool as a bridging framework. The tool centres pedagogical applications towards explicit attention to the ways education for sustainable development and global citizenship education can reproduce colonial systems of power. The chapter shares findings from a small-scale research study engaging secondary and upper secondary teachers in England, Finland and Sweden with the tool and engages with teacher perspectives to consider key possibilities and challenges of applying HEADSUP in both classroom pedagogy and reflexive practice.
Andreotti, V. (2011) Actionable Postcolonial Theory in Education, London: Palgrave. Andreotti, V. (2012). Editor’s preface: HEADS UP. Critical literacy: Theories and practices, 6(1), 1–3. Pashby, K. (2011). Cultivating global citizens: Planting new seeds or pruning the perennials? Looking for the citizen-subject in global citizenship education theory. Globalisation, Societies, and Education, 9(3/4), 427–442. Pashby, K. (2012). Questions for global citizenship education in the context of the ‘new imperialism’. In V. de Oliveira Andreotti and L. M. TM. de Souza (Eds.) Postcolonial Perspectives on Global Citizenship Education, (pp. 9–26). New York: Routledge. Pashby, K. (2015). Conflations, possibilities, and foreclosures: Global citizenship education in a multicultural context. Curriculum Inquiry, 45(4), 345-366. Stein, S. (2015). Mapping global citizenship. Journal of College and Character, 16(4), 242–252 Sund, L. (2016). Facing global sustainability issues: teachers’ experiences of their own practices in environmental and sustainability education, Environmental Education Research, 22(6), 788–805. Sund, L., and Öhman, J. (2014). On the Need to Repoliticise Environmental and Sustainability Education: Rethinking the Postpolitical Consensus. Environmental Education Research, 20(5): 639–659.
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