Bridging theory and practice: conceptualisations of global citizenship education in Dutch secondary education

Joana Duarte; Charlie Robinson-Jones

doi:10.1080/14767724.2022.2048800

Bridging theory and practice: conceptualisations of global citizenship education in Dutch secondary education

Joana Duarte , Charlie Robinson-Jones

Fryske Akademy (FA)

Research output: Contribution to journal/periodical › Article › Scientific › peer-review

3 Citations (Scopus)

118 Downloads (Pure)

Abstract

With the rise of Global Citizenship Education (GCE) in education systems worldwide, recent research has attempted to categorise its various types and orientations. There are, however, limited insights into how different education stakeholders perceive and implement GCE in pedagogical practice. To bridge this gap between theory and practice, we apply a social cartography of GCE types from a recent study to identify management staff’s, teachers’, and pupils’ perceptions of GCE in the context of Dutch (bilingual) secondary education. Based on a content analysis of 12 interviews and three focus groups with pupils, our findings indicate a clear dominance of a liberal orientation towards GCE, focusing on political and moral themes, but also evidence of a critical orientation, as well as liberal-critical and neoliberal-liberal interfaces. We propose that the reflections of practitioners and pupils presented in this study should be used to further develop (Dutch) GCE.

Original language	English
Journal	Globalisation, Societies and Education
DOIs	https://doi.org/10.1080/14767724.2022.2048800
Publication status	E-pub ahead of print - 06 Mar 2022

Access to Document

10.1080/14767724.2022.2048800

Duarte & Robinson-Jones (2022)_Bridging theory and practice - conceptualisations of global citizenship education in Dutch secondary educationFinal published version, 1.77 MBLicence: CC BY-NC-ND

Cite this

@article{c123aa27847d4ed99072759b8e8ed69c,

title = "Bridging theory and practice: conceptualisations of global citizenship education in Dutch secondary education",

abstract = "With the rise of Global Citizenship Education (GCE) in education systems worldwide, recent research has attempted to categorise its various types and orientations. There are, however, limited insights into how different education stakeholders perceive and implement GCE in pedagogical practice. To bridge this gap between theory and practice, we apply a social cartography of GCE types from a recent study to identify management staff{\textquoteright}s, teachers{\textquoteright}, and pupils{\textquoteright} perceptions of GCE in the context of Dutch (bilingual) secondary education. Based on a content analysis of 12 interviews and three focus groups with pupils, our findings indicate a clear dominance of a liberal orientation towards GCE, focusing on political and moral themes, but also evidence of a critical orientation, as well as liberal-critical and neoliberal-liberal interfaces. We propose that the reflections of practitioners and pupils presented in this study should be used to further develop (Dutch) GCE.",

author = "Joana Duarte and Charlie Robinson-Jones",

year = "2022",

month = mar,

day = "6",

doi = "10.1080/14767724.2022.2048800",

language = "English",

journal = "Globalisation, Societies and Education",

}

TY - JOUR

T1 - Bridging theory and practice: conceptualisations of global citizenship education in Dutch secondary education

AU - Duarte , Joana

AU - Robinson-Jones, Charlie

PY - 2022/3/6

Y1 - 2022/3/6

N2 - With the rise of Global Citizenship Education (GCE) in education systems worldwide, recent research has attempted to categorise its various types and orientations. There are, however, limited insights into how different education stakeholders perceive and implement GCE in pedagogical practice. To bridge this gap between theory and practice, we apply a social cartography of GCE types from a recent study to identify management staff’s, teachers’, and pupils’ perceptions of GCE in the context of Dutch (bilingual) secondary education. Based on a content analysis of 12 interviews and three focus groups with pupils, our findings indicate a clear dominance of a liberal orientation towards GCE, focusing on political and moral themes, but also evidence of a critical orientation, as well as liberal-critical and neoliberal-liberal interfaces. We propose that the reflections of practitioners and pupils presented in this study should be used to further develop (Dutch) GCE.

AB - With the rise of Global Citizenship Education (GCE) in education systems worldwide, recent research has attempted to categorise its various types and orientations. There are, however, limited insights into how different education stakeholders perceive and implement GCE in pedagogical practice. To bridge this gap between theory and practice, we apply a social cartography of GCE types from a recent study to identify management staff’s, teachers’, and pupils’ perceptions of GCE in the context of Dutch (bilingual) secondary education. Based on a content analysis of 12 interviews and three focus groups with pupils, our findings indicate a clear dominance of a liberal orientation towards GCE, focusing on political and moral themes, but also evidence of a critical orientation, as well as liberal-critical and neoliberal-liberal interfaces. We propose that the reflections of practitioners and pupils presented in this study should be used to further develop (Dutch) GCE.

U2 - 10.1080/14767724.2022.2048800

DO - 10.1080/14767724.2022.2048800

M3 - Article

JO - Globalisation, Societies and Education

JF - Globalisation, Societies and Education

ER -