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Formative Proposal Your name Institution Name Course Number: Course Name Instructor Name Due Date

Global Citizenship Education In this proposal, I will provide an overview of a literature review that answers the question “What is global citizenship education (GCE), and how does GCE shape the ways we learn and teach?” The literature will highlight the fact that GCE has not been universally defined, and thus there is much debate surrounding its meaning. Additionally, I will articulate the tension between “soft” and “critical” approaches to GCE. The “soft” approach emphasises the concept of a global community, and that nations have co-created a shared value system; however, the “soft” approach does not address issues related to structural inequality. In contrast, the “critical” approach primarily focuses on the distribution of power and social justice; thus, this perspective challenges systems that are unjust. The nature of these two approaches informs how GCE is defined and what its goals are. Using Oxley and Morris’ (2013) typology, I will examine how GCE can inform the design of teaching and learning in different ways based on how global citizenship has been defined. A critical approach to education requires pedagogical practices which foster critical thinking, developing intercultural dialogue and how to engage in action/learning. As such, educators must support learners to investigate global issues and challenge dominant perspectives, whilst developing ethical considerations in their practices (Biesta, 2011). All methods of GCE should promote empathy and understanding between cultures. According to Schattle (2008), storytelling and collaborative projects are ways for educators to teach students the value of different perspectives. GCE also should not look perfect (Todd, 2009) in its process of developing global citizens.

References Andreotti, V. (2006). Soft versus critical global citizenship education. Policy & Practice: A Development Education Review, 3, 40-51. Banks, J. A. (2008). Diversity and citizenship education in global context. International Journal of Multicultural Education, 10(1), 1-17. Biesta, G. (2011). Good education in an age of measurement: Ethics, politics, democracy. Paradigm Publishers. Oxley, L., & Morris, P. (2013). Global citizenship: A typology for a complex concept. British Journal of Educational Studies, 61(3), 301-325. Schattle, H. (2008). The practices of global citizenship. Rowman & Littlefield Publishers. Davies, L. (2006). Global citizenship: abstraction or framework for action?. Educational Review, 58(1), 5 - 25. Todd, S. (2009). Towards an imperfect education: Facing humanity, rethinking the human. Studies in Philosophy and Education, 28(1), 29-41.

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