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Global Citizenship Education in the Global South
Educatorsâ Perceptions and Practices
Series: - Moral Development and Citizenship Education, Volume: 21
This volume presents a critical discussion that brings contemporary academic debate about âsouthern theoryâ to Global Citizenship Education (GCE). It situates the discussion around GCE in the Global South within a critical and post-colonial paradigm informed by the values and knowledge of critical pedagogy ingrained in social justice.
Global Citizenship Education in the Global South invites the reader into chapters written by educators exploring, analysing, and celebrating ideas and concepts on GCE in the Global South. The book is presented as a pedagogical tool for discussion that invites educators to reflect critically on the possible origins and implications of GCE discourses they are exposed to.
The book is designed with the intent to contribute towards the possibility of imagining a 'yet-to-come' critical-transformative and post-colonial and value-creating GCE curriculum beyond a westernised, market-oriented and apolitical practices towards a more sustainable paradigm based on principles of mutuality and reciprocity.
Global Citizenship Education in the Global South invites the reader into chapters written by educators exploring, analysing, and celebrating ideas and concepts on GCE in the Global South. The book is presented as a pedagogical tool for discussion that invites educators to reflect critically on the possible origins and implications of GCE discourses they are exposed to.
The book is designed with the intent to contribute towards the possibility of imagining a 'yet-to-come' critical-transformative and post-colonial and value-creating GCE curriculum beyond a westernised, market-oriented and apolitical practices towards a more sustainable paradigm based on principles of mutuality and reciprocity.
Emiliano Bosio is an educator, author and public intellectual. Currently, he lectures at Toyo University in Japan. He is the editor of Conversations on Global Citizenship Education (Routledge, 2021).
Yusef Waghid is Distinguished Professor of Philosophy of Education at Stellenbosch University in South Africa. He is the author of Education, Crisis, and Philosophy: Ubuntu within Higher Education (Routledge, 2022).
Yusef Waghid is Distinguished Professor of Philosophy of Education at Stellenbosch University in South Africa. He is the author of Education, Crisis, and Philosophy: Ubuntu within Higher Education (Routledge, 2022).
Foreword
âNâDri T. Assié-Lumumba
Series Editorâs Foreword
Wiel Veugelers
Acknowledgements
Notes on Contributors
Introduction: Embracing the Global South: Introducing a Critical Discussion That Brings Contemporary Academic Debate about âSouthern Theoryâ to Global Citizenship Education
âEmiliano Bosio and Yusef Waghid
PART 1: Critical Consciousness, De-colonialism, Caring Ethics, Ecoâcritical Views, and Humanity Empowerment in Global Citizenship Education
1 Global Citizenship Education for Critical Consciousness Development: The Four Pillars of De-colonialism, Caring Ethics, Ecoâcritical Views, and Humanity Empowerment
âEmiliano Bosio and Yusef Waghid
2 On Education and the Migrant Predicament: Towards a Reconstituted View of Global Citizenship Education
âYusef Waghid and Naima Al-Husban
3 Southern Epistemologies for Disrupting Northern Global Citizenship (Education) Models: Ecopedagogical Analysis and Reinvention
âSyed Nitas Iftekhar, Joel Jonathan Kayombo, Mjege Kinyota and Greg William Misiaszek
4 In Pursuit of Doctoral Pedagogy in the South: The Role of Global Citizenship Education in Moving beyond Narratives of Doctoral Production for the Knowledge Economy
âLiezel Frick
5 Geopolitical Epistemes in Global Citizenship Education: A Postcolonial Approach
âManisha Pathak-Shelat and Kiran Vinod Bhatia
PART 2: Equality and Diversity in Global Citizenship Education Policy and Practice
6 Global Citizenship Education in the Caribbean: A Case Study in Policy and Practice Failure
âJonathan J. Felix
7 Conceptions of Global Citizenship Education in an African University Curriculum: Case Study from Ghana
âSimon Eten Angyagre
8 Democratic Citizenship Education as an Instance of Global Citizenship Education: An Insight at Teachersâ Perceptions and Pedagogical Practices from Egypt and Mexico
âYomna Awad and Patricia Carbajal
9 Positioning Leadership Roles in Global Citizenship Education in China: A Case on Supporting Migrant Workersâ Children with Critical Pedagogies
âYi Hong
10 Towards Global Citizenship Education in South Africa: Cultivating Deliberative Encounters in the Context of Genderâbased Violence
âJudith Terblanche and Charlene van der Walt
PART 3: Defamiliarisation, Ukama and Active Protest in Global Citizenship Education
11 Reflections on Defamiliarisation among Pre-service Teachers in Advancing Critical Global Citizenship Education
âZayd Waghid
12 (Re)conceptualising Ukama (Relatedness) for Global Citizenship Education in Higher Education in Zimbabwe
âJoseph P. Hungwe
13 A Neoliberal Global South and Its Structural Adjustment Education Programme: The Practicality of Global Citizenship Education in Malawi
âThokozani Mathebula and Tiffany Banda
14 Democratic Pluralistic Global Citizenship Education: Embracing Educatorsâ Voices from the Global South
âEmiliano Bosio and Yusef Waghid
Index
âNâDri T. Assié-Lumumba
Series Editorâs Foreword
Wiel Veugelers
Acknowledgements
Notes on Contributors
Introduction: Embracing the Global South: Introducing a Critical Discussion That Brings Contemporary Academic Debate about âSouthern Theoryâ to Global Citizenship Education
âEmiliano Bosio and Yusef Waghid
PART 1: Critical Consciousness, De-colonialism, Caring Ethics, Ecoâcritical Views, and Humanity Empowerment in Global Citizenship Education
1 Global Citizenship Education for Critical Consciousness Development: The Four Pillars of De-colonialism, Caring Ethics, Ecoâcritical Views, and Humanity Empowerment
âEmiliano Bosio and Yusef Waghid
2 On Education and the Migrant Predicament: Towards a Reconstituted View of Global Citizenship Education
âYusef Waghid and Naima Al-Husban
3 Southern Epistemologies for Disrupting Northern Global Citizenship (Education) Models: Ecopedagogical Analysis and Reinvention
âSyed Nitas Iftekhar, Joel Jonathan Kayombo, Mjege Kinyota and Greg William Misiaszek
4 In Pursuit of Doctoral Pedagogy in the South: The Role of Global Citizenship Education in Moving beyond Narratives of Doctoral Production for the Knowledge Economy
âLiezel Frick
5 Geopolitical Epistemes in Global Citizenship Education: A Postcolonial Approach
âManisha Pathak-Shelat and Kiran Vinod Bhatia
PART 2: Equality and Diversity in Global Citizenship Education Policy and Practice
6 Global Citizenship Education in the Caribbean: A Case Study in Policy and Practice Failure
âJonathan J. Felix
7 Conceptions of Global Citizenship Education in an African University Curriculum: Case Study from Ghana
âSimon Eten Angyagre
8 Democratic Citizenship Education as an Instance of Global Citizenship Education: An Insight at Teachersâ Perceptions and Pedagogical Practices from Egypt and Mexico
âYomna Awad and Patricia Carbajal
9 Positioning Leadership Roles in Global Citizenship Education in China: A Case on Supporting Migrant Workersâ Children with Critical Pedagogies
âYi Hong
10 Towards Global Citizenship Education in South Africa: Cultivating Deliberative Encounters in the Context of Genderâbased Violence
âJudith Terblanche and Charlene van der Walt
PART 3: Defamiliarisation, Ukama and Active Protest in Global Citizenship Education
11 Reflections on Defamiliarisation among Pre-service Teachers in Advancing Critical Global Citizenship Education
âZayd Waghid
12 (Re)conceptualising Ukama (Relatedness) for Global Citizenship Education in Higher Education in Zimbabwe
âJoseph P. Hungwe
13 A Neoliberal Global South and Its Structural Adjustment Education Programme: The Practicality of Global Citizenship Education in Malawi
âThokozani Mathebula and Tiffany Banda
14 Democratic Pluralistic Global Citizenship Education: Embracing Educatorsâ Voices from the Global South
âEmiliano Bosio and Yusef Waghid
Index
Masters and Ph.D. students/candidates, professors, researchers, educational policy makers, curriculum developers, decision-makers in higher education institutions and systems, decision-makers within non-/governmental organizations (e.g., UNESCO, OXFAM).