(Dis-) Locating the transformative dimension of global citizenship education

Phil Bamber, David Lewin, Morgan White

Research output: Contribution to journalArticle

7 Citations (Scopus)

Abstract

Despite a groundswell of evidence for transformative education, manifestos for ‘transformative pedagogy for global citizenship’ remain under-theorized and pay limited attention to implications for practice. This paper connects theory and practice through analyzing a curriculum development project that sought to produce a framework for ‘engaged global citizens’. It considers the political and philosophical framings of the self and other, citizen and world, that underlie this empirical work, especially with reference to re exivity, hermeneutics, democratic engagement and co-production. The resultant pedagogical framework, based upon concepts of transformative learning, attempted to undercut the homogenizing tendencies within global citizenship education (GCE). This discussion highlights the tensions and reifying e ects of educational frameworks such as the Teaching Excellence Framework in the UK and the proposed framework for ‘global competence’ in the 2018 Programme for International Student Assessment. Evidence is presented that frameworks which attempt to make explicit educational phenomena and processes are overdetermined by e cacy and metrics that become perverse ends in themselves. While the anticipated project output here was the framework itself, the substantive output was, in fact, practical: namely the ongoing deliberation and re ection upon the discourses that both do and undo the task of locating the transformative dimension of GCE.
LanguageEnglish
Pages204-230
Number of pages27
JournalJournal of Curriculum Studies
Volume50
Issue number2
Early online date15 May 2017
DOIs
Publication statusPublished - 15 May 2017

Fingerprint

citizenship
citizen
PISA study
education
coproduction
curriculum development
hermeneutics
deliberation
development project
evidence
discourse
Teaching
learning

Keywords

  • transformative education
  • global citizenship education
  • frameworks
  • international education
  • sustainable development
  • research excellence framework
  • teaching excellence framework

Cite this

@article{75d5e99ba96e422fa1ef6ae1cce24283,
title = "(Dis-) Locating the transformative dimension of global citizenship education",
abstract = "Despite a groundswell of evidence for transformative education, manifestos for ‘transformative pedagogy for global citizenship’ remain under-theorized and pay limited attention to implications for practice. This paper connects theory and practice through analyzing a curriculum development project that sought to produce a framework for ‘engaged global citizens’. It considers the political and philosophical framings of the self and other, citizen and world, that underlie this empirical work, especially with reference to re exivity, hermeneutics, democratic engagement and co-production. The resultant pedagogical framework, based upon concepts of transformative learning, attempted to undercut the homogenizing tendencies within global citizenship education (GCE). This discussion highlights the tensions and reifying e ects of educational frameworks such as the Teaching Excellence Framework in the UK and the proposed framework for ‘global competence’ in the 2018 Programme for International Student Assessment. Evidence is presented that frameworks which attempt to make explicit educational phenomena and processes are overdetermined by e cacy and metrics that become perverse ends in themselves. While the anticipated project output here was the framework itself, the substantive output was, in fact, practical: namely the ongoing deliberation and re ection upon the discourses that both do and undo the task of locating the transformative dimension of GCE.",
keywords = "transformative education, global citizenship education, frameworks, international education, sustainable development, research excellence framework, teaching excellence framework",
author = "Phil Bamber and David Lewin and Morgan White",
note = "The Version of Record of this manuscript has been published and is available in Journal of Curriculum Studies 15 May 2017 http://www.tandfonline.com/10.1080/00220272.2017.1328077",
year = "2017",
month = "5",
day = "15",
doi = "10.1080/00220272.2017.1328077",
language = "English",
volume = "50",
pages = "204--230",
journal = "Journal of Curriculum Studies",
issn = "0022-0272",
number = "2",

}

(Dis-) Locating the transformative dimension of global citizenship education. / Bamber, Phil; Lewin, David; White, Morgan.

In: Journal of Curriculum Studies , Vol. 50, No. 2, 15.05.2017, p. 204-230.

Research output: Contribution to journalArticle

TY - JOUR

T1 - (Dis-) Locating the transformative dimension of global citizenship education

AU - Bamber, Phil

AU - Lewin, David

AU - White, Morgan

N1 - The Version of Record of this manuscript has been published and is available in Journal of Curriculum Studies 15 May 2017 http://www.tandfonline.com/10.1080/00220272.2017.1328077

PY - 2017/5/15

Y1 - 2017/5/15

N2 - Despite a groundswell of evidence for transformative education, manifestos for ‘transformative pedagogy for global citizenship’ remain under-theorized and pay limited attention to implications for practice. This paper connects theory and practice through analyzing a curriculum development project that sought to produce a framework for ‘engaged global citizens’. It considers the political and philosophical framings of the self and other, citizen and world, that underlie this empirical work, especially with reference to re exivity, hermeneutics, democratic engagement and co-production. The resultant pedagogical framework, based upon concepts of transformative learning, attempted to undercut the homogenizing tendencies within global citizenship education (GCE). This discussion highlights the tensions and reifying e ects of educational frameworks such as the Teaching Excellence Framework in the UK and the proposed framework for ‘global competence’ in the 2018 Programme for International Student Assessment. Evidence is presented that frameworks which attempt to make explicit educational phenomena and processes are overdetermined by e cacy and metrics that become perverse ends in themselves. While the anticipated project output here was the framework itself, the substantive output was, in fact, practical: namely the ongoing deliberation and re ection upon the discourses that both do and undo the task of locating the transformative dimension of GCE.

AB - Despite a groundswell of evidence for transformative education, manifestos for ‘transformative pedagogy for global citizenship’ remain under-theorized and pay limited attention to implications for practice. This paper connects theory and practice through analyzing a curriculum development project that sought to produce a framework for ‘engaged global citizens’. It considers the political and philosophical framings of the self and other, citizen and world, that underlie this empirical work, especially with reference to re exivity, hermeneutics, democratic engagement and co-production. The resultant pedagogical framework, based upon concepts of transformative learning, attempted to undercut the homogenizing tendencies within global citizenship education (GCE). This discussion highlights the tensions and reifying e ects of educational frameworks such as the Teaching Excellence Framework in the UK and the proposed framework for ‘global competence’ in the 2018 Programme for International Student Assessment. Evidence is presented that frameworks which attempt to make explicit educational phenomena and processes are overdetermined by e cacy and metrics that become perverse ends in themselves. While the anticipated project output here was the framework itself, the substantive output was, in fact, practical: namely the ongoing deliberation and re ection upon the discourses that both do and undo the task of locating the transformative dimension of GCE.

KW - transformative education

KW - global citizenship education

KW - frameworks

KW - international education

KW - sustainable development

KW - research excellence framework

KW - teaching excellence framework

UR - http://www.tandfonline.com/toc/tcus20/current

U2 - 10.1080/00220272.2017.1328077

DO - 10.1080/00220272.2017.1328077

M3 - Article

VL - 50

SP - 204

EP - 230

JO - Journal of Curriculum Studies

T2 - Journal of Curriculum Studies

JF - Journal of Curriculum Studies

SN - 0022-0272

IS - 2

ER -