This is followed by descriptive summaries of each of the 3 interview exchanges that featured 2 invited speakers, Steve Mann and Reiko Yoshihara, and plenary speaker Hugh Starkey. As the facilitators of the forum took the unorthodox approach of featuring and conducting one-to-one interviews in the presence of a live audience followed by a panel discussion between the interviewees, the authors begin this paper with a description of the process and rationale behind the format of the event. The Global Educators, Local Connections forum was conceived of with the goal of allowing panelists to explore connections between their work, the conference theme, and the work of other researchers. ![]() ![]() The findings raise debates on the role of language in citizenship education and suggest a need to reconceptualise the implementation of nationalist aims in education policies, especially by incorporating elements of cosmopolitanism. Evidence is drawn from empirical studies, the state of affairs of history education and student registration figures in Lebanese and non-Lebanese systems. The practices and outcomes of citizenship education, however, reveal degrees of social exclusion, barriers to learning active citizenship, infringement on intellectual freedoms and denial of thinking historically. Following 15 years of armed conflict (1975–1990), the reformed national curriculum for citizenship drew on a negotiated compromise between advocates of Lebanese and Arab nationalism to foster a unifying national identity. ![]() In the case of Lebanon, Arab and Lebanese forms of nationalism have framed education policy development when transitioning out of the French mandate to an independent republic and during pan-Arab movements against colonialism. The development of education policies is in many aspects driven by nationalist aims, especially when demonstrating postcolonial autonomy. Human rights, child rights, intercultural education, globalization, social justice. El artículo concluye con algunosĮjemplos prácticos sobre cómo implementar esta perspectiva en el aula de lenguas. Los estudiantes abrazan múltiples identidades y lealtades. Identificación con una nación-estado, la educación para la ciudadanía cosmopolita acepta que En lugar de contar con un sentido de pertenencia preponderante centrado en la Para identificar y nombrar injusticias y discriminaciones y posibilita el diálogo a través de Sobre los Derechos del Niño de las Naciones Unidas. Los parámetros normativos de la ley en derechos humanos como la Convención Internacional Los docentes son profesionales que deberían sustentar sus juicios y acciones en La educación para la ciudadanía cosmopolita tiene como punto de partida nuestra humanidadĬompartida. Un enfoque de educación para la ciudadanía que llamamos educación para la ciudadaníaĬosmopolita y que se vincula explícitamente con parámetros y principios de derechos humanos.Įn lugar de focalizar la atención en las diferencias y las barreras culturales y su superación, Tanto la educación para la ciudadanía como el desarrollo del aprendizaje de lenguas para laĬomunicación intercultural constituyen respuestas a la globalización. Some practical examples of how this perspective is implemented in language classrooms. ![]() Rather than having a primary sense ofīelonging focused on membership of a nation-state, education for cosmopolitan citizenshipĪccepts that learners celebrate multiple identities and loyalties. This provides a language for identifying and naming injustices andĭiscriminations and enables dialogue across difference. The normative standards of human rights law such as the United Nations Convention on the Teachers are professionals who should ground their actions and judgements in Rather than focussing on differences and culturalīarriers to be overcome, education for cosmopolitan citizenship starts from our common To human rights principles and standards. This article introduces an approach toĬitizenship education we call education for cosmopolitan citizenship which is explicitly linked Education for citizenship and the promotion of language learning for interculturalĬommunication are both responses to globalisation.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |