“Global citizenship means different things to different people”: Visions and implementation of global citizenship education in Dutch secondary education

Many countries have recently called for educating global citizens, suggesting that global citizenship education (GCE) can contribute usefully to individuals and the greater world. However, so far there is no clear definition of how best to teach GCE. Educators in the Netherlands have recently given...

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Bibliographic Details
Published inProspects (Paris) Vol. 53; no. 3-4; pp. 407 - 424
Main Author Duarte, Joana
Format Journal Article
LanguageEnglish
Published Dordrecht Springer Netherlands 01.11.2023
Springer
Springer Nature B.V
Subjects
Behavioral Sciences
Cases/Trends
Citizen Role
Citizenship
Citizenship Education
Communication Skills
Coordinators
Critical thinking
Cultural Education
Curriculum Implementation
Education
Educational Practices
Empathy
Foreign Countries
Global Approach
Global Education
Globalization
Instructional Leadership
Integrated Activities
International and Comparative Education
Knowledge
Principals
Program Implementation
Qualifications
Schools
Secondary education
Secondary Schools
Social Behavior
Social Problems
Socialization
Student Participation
Students
Teacher Leadership
Teachers
Netherlands
Global citizenship education
Implementation of global citizenship education
Dutch secondary education
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Summary:Many countries have recently called for educating global citizens, suggesting that global citizenship education (GCE) can contribute usefully to individuals and the greater world. However, so far there is no clear definition of how best to teach GCE. Educators in the Netherlands have recently given attention to citizenship education but not to GCE. This article investigates Dutch GCE, regarding the visions schools develop and their translation into pedagogical practice. In a mixed-method design, 15 teachers, 25 coordinators, and 11 school leaders from 47 Dutch secondary schools completed a survey. The results show that Dutch schools mainly operationalized GCE in terms of socialization and cultural GCE. School-level implementation of GCE occurred mostly by integrating it into the teaching of other subjects. Implementation on a class level was mainly focused on group conversations, group assignments, and excursions.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
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ISSN:0033-1538
1573-9090
DOI:10.1007/s11125-021-09595-1