218 research outputs found
A Social Network Analysis of Global Citizenship Education in Europe and North America
No full textIn the last decade GCED has developed in Europe and North America (EUNA) through conceptual, political and pedagogical negotiations among policymakers, educators, and community members. Working from the geographic area understood as “the global north”, EUNA actors are positioned within complex global relations. Drawing on the results of a Social Network Analysis, this chapter is a contribution towards understanding patterns of relationships among key GCED actors across the region. Adopting a whole network approach, the study discusses the structural characteristics of the system following the investigation of three one-mode networks, based on direct ties: collaboration, information exchange, and meetings
Europe and North America Regional GCED Network - Research Report
No full textGlobal citizenship education (GCED), perhaps more than any other
educational issue, is the result of conceptual, political, and even pedagogical
negotiations. It follows non-linear processes of policy implementation, the
contextual development of innovative educational practices, the circulation
of information among key institutions, and the conceptual co-construction of
GCED ideas through networks. GCED is shaped both through global policy
and according to local needs, moving across geographic scales, through
various systems, and according to the work of diverse actors.
Studying GCED as a Social Network
Due to these elements, GCED research requires the use of relational data. It
is not sufficient to understand educational phenomena as isolated from social
relations. This study addresses an important gap in GCED research by exploring
how GCED is constructed and moves across networks of actors, including
governments, NGOs, researchers, and educational institutions, among others.
While in recent years, some research has explored the role of both offline and
digital networks (Twitter in particular) in shaping educational policy, this is the first
study to apply social network analysis to GCED educational policy and practice.
Social network analysis (SNA) appears to be one of the most appropriate
methods for analyzing the structural and functional effects of those phenomena,
where social relationships prevail over organizational characteristics
Global citizenship education:a critical introduction to key concepts and debates
No full textGlobal Citizenship Education explores key ideas and issues within local, national and global dimensions. Including examples and case studies from across the world, the authors draw on ideas, experiences and histories within and beyond `the West' to contribute to multifaceted perspectives on global citizenship education. In concise chapters, the authors set out the key concepts and debates within the field. Global citizenship education is contextualized within key educational frameworks, including citizenship education, global education, development education and peace education. Edda Sant, Ian Davies, Karen Pashby and Lynette Shultz explore the different ways in which global citizenship can be taught, learned and assessed in formal and informal contexts. Including examples from a wide range of education institutions, chapters provide overviews of policy making and international practices borne out of different approaches to global citizenship education. With each chapter including a summary of key issues, an annotated list of key resources, an exercise for students and a further reading list, Global Citizenship Education will aid understanding of this complex and debated area of stud
Global Citizenship Education: A Critical Introduction to Key Concepts and Debates
No full textGlobal Citizenship Education explores key ideas and issues within local, national and global dimensions. Including examples and case studies from across the world, the authors draw on ideas, experiences and histories within and beyond 'the West' to contribute to multifaceted perspectives on global citizenship education.
In concise chapters, the authors set out the key concepts and debates within the field. Global citizenship education is contextualized within key educational frameworks, including citizenship education, global education, development education and peace education. Edda Sant, Ian Davies, Karen Pashby and Lynette Shultz explore the different ways in which global citizenship can be taught, learned and assessed in formal and informal contexts. Including examples from a wide range of education institutions, chapters provide overviews of policy making and international practices borne out of different approaches to global citizenship education. With each chapter including a summary of key issues, an annotated list of key resources, an exercise for students and a further reading list, Global Citizenship Education will aid understanding of this complex and debated area of study
Is There a Glass Ceiling for Internationally Educated Teachers in Alberta? A Critical Interpretive Analysis
No full textInternationally Educated Teachers (IETs) seek active participation in the labor market as they come to Canada with a wealth of knowledge, skills and experience, which are significant human capital resources. Canada has been a lead in developing bridging programs for immigrant professionals that help them in their professional licensure and integration. This study explores the narratives of the IETs who face challenges when they evaluate their foreign credentials that they need for their teaching certification and employment with schools in Alberta. More specifically, I seek to understand the meanings that IETs in Alberta give to their experiences of being certified teachers in Alberta and to critically interpret relevant policies of teaching certification and employment.
Under a critical libertarian pedagogy theoretical framework, the study highlights the power/knowledge dynamics that benefit some but not others and explores possibilities of humanization, emancipation and prosperous inclusion. The use of critical interpretive methodology informed by interpretive policy analysis and political discourse analysis provides a new approach to the issue of the IETs that deepens insights on the human ability for making sense of their lived experiences. Interviews, observation and policy documents are deployed in the study to generate, analyze and interpret data and to answer the research questions.
In my analysis of findings, I identify that the research participants have common and divergent understandings regarding the process of IET certification in Alberta and that the relevant policy rhetoric is generic and standardized. The research findings reveal that there are personal and structural barriers to the certification and inclusion of IETs, and there is a gap between what policy says and what it does. In addition to the discretionary decision-making of the Registrars, bureaucracy is a major roadblock that inhibits the full integration of the immigrant teachers. It is also discussed the use of language proficiency and accent as a system of triage of immigrant and aboriginal minorities. The study concludes with recommendations that could bring change to the situation of these global teachers by raising the critical awareness of the research participants and policy makers. There is a call for equitable policies and practices in the evaluation of foreign credentials, teaching certification and recruitment to schools
Middle Eastern International Students’ Identity in Canada
No full textThrough conducting interpretive case studies on eight Middle Eastern internationalstudents in Canadian universities and drawing on theories of Place and everyday life,Postcolonial theory, and Postpositivist Realist Theory of Identity, this research explores theongoing process of Identity construction of Middle Eastern international students in theintersections of race, ethnicity, class, religion, and gender. The study examines the MiddleEastern international students’ lived experiences, benefiting from a reflexive and collaborativeresearch process, informed by an interpretivist approach under a constructivism paradigm. Thefindings of the study reveal that since identity construction is a discursive process, the discourseof war and conflict in these students’ homelands has been affective in shaping who they are nowand how they experience life in Canada. Although their experiences of war and conflict amongthese students varied depending on their country of origin and their exposure, the findingsrevealed that they see their “selves” as being the subject of constant fear and anxiety, disruptedsense of self, and lack of sense of stability and security due to their experiences of war, conflict,and displacement. Moreover, findings indicated that these students’ everyday lives featureconstant struggles against the Orientalist discourse in Canadian society which is characterized byracism, discrimination, and othering towards them as Middle Eastern Muslim individuals. TheMiddle Eastern international students’ narratives suggested that these students’ socially anddiscursively politicized experiences have made them adopt a new hybrid identity as a third, inbetweenspace in which they feel safer and more integrated. This study can have importantimplications for policy makers, educators, communities, and individuals hoping to provide aspace for resistance against the Orientalist discourse of Canada by producing counter discourse
A Study of Race and Equity in U.S. Mathematics Education Policy
No full textThis dissertation aims to disentangle how the idea of, what I am calling, achievement as accountability has come into being and works within existing deficit narratives around who is seen to be capable in mathematics education. In particular, I interrogate U.S. federal education legislation and national level mathematics education policies in an effort to determine how race, racism, and racialization impact conceptions of equity in mathematics education. To accomplish this goal I rely on a theoretical framework of Critical Race Theory combined with governmentality, which simultaneously centres race while working to end the subordination of all peoples by acknowledging how policy impacts discourse and practice. As a way to frame my analysis I used historical ontology as my methodology which relies on history, temporal context, as well as historical conceptions of an idea to determine how terminology has been used to limit how people are perceived in the present. Through the use of Critical Discourse Analysis and Political Discourse Analysis I examine the historical record of legislation and policies that impact how mathematics is conceived of in K-12 schooling. My findings suggest the continued existence of racism within policy as well as the delinking of mathematics with racial terminology in the legislation allowing for mathematics education policies to completely erase the importance of how racism and racialization impact societal ideas of who is seen to be mathematically able
The Politics of Implementation Knowledge: A Research of the Implementation Framework of the Free Senior High School Policy in Ghana
No full text“The Politics of Implementation Knowledge: A Research of the Implementation Framework of the Free Senior High School Policy in Ghana” investigates how actors’ understanding of the implementation processes influences the outcomes and impact of education policies. This study addresses a pressing issue, especially at a time when there is increased call for attention to African policy research and implementation studies to generate holistic and nuanced knowledge on how to achieve successful implementation. The history of public policy implementation in Africa reflects a pattern of unrealized goals, with many policies aimed at tackling persistent developmental challenges falling short in practice. This recurring cycle of failure have sparked significant concerns, prompting questions about why policies often fail during the implementation phase.
Using an interpretive approach and drawing on insight from the Consolidated Framework for Implementation Studies (CFIR), a theoretical heuristic that suggests the need for a multi-analytic approach, this study investigates the intricate interplay between social, technical and political factors that shape implementation outcomes.
By synthesizing perspectives from interviews and cross-disciplinary literature, this study provides a comprehensive understanding of policy implementation, emphasizing the critical role of context and the importance of context-specific differences. This extensive and in-depth exploration of the implementation framework of an educational policy in the African context provides penetrating insight into the necessity of fostering linkages, alignment and coordination among diverse actors and systems across multiple levels. to achieve high system performance in policy implementation
Schooled by Scrolling the Trans Mountain Pipeline? Tracing (Anti)colonial Public Pedagogy on Instagram
No full textIn opposition to the Trans Mountain pipeline, overlapping networks of concerned citizens, Indigenous land protectors, and environmental activists have used Instagram to document pipeline construction, policing, and land degradation; teach using infographics; and express solidarity through artwork and re-shared posts. These expressions constitute a form of “public pedagogy,” where social media takes on an educative force, influencing publics whether or not they set foot in the classroom. Working with digital methods, visual methodologies, and close reading practices, this dissertation draws on Instagram’s large-scale data to trace and analyze how publics reinforce and resist settler colonialism as they engage with the Trans Mountain pipeline controversy online.
While much public pedagogy research focuses on the hegemonic functioning of culture, a study of the Trans Mountain issue provides a crucial analysis of social media’s anti-colonial possibilities. Instagram’s public pedagogy intersects in a social and ecological issue within and against the economies and cultures of digital media, racist and colonial representational regimes, and the broader ecology of relations under the settler state. Public pedagogy on Instagram indeed reveals a complex intermingling of user and platform agency in a pedagogy that takes on a connected, aesthetic, and situated force, according to the networked, image-based, and locative affordances available on the platform. While some visions and enactments are profoundly decolonial, mainstream colonial norms are unevenly reinforced, contested, subverted, and bypassed on a platform driven by corporate agendas and situated within colonial-capitalist processes. Considering the complexity of attending to these nuances from an anti-colonial perspective, this dissertation introduces an anti-colonial methodology for archiving, visualizing, and interpreting large-scale digital data in accountable ways that undermine colonial hierarchies and categorizations inherent to data structuring and use.
This large-scale examination of the Trans Mountain issue public pedagogy contributes visions for Indigenous land protection and an anti-colonial approach to environmental justice emerging from participant publics, holding implications for more formal justice-based climate and environmental education, and opening spaces of possibility – along with the persistent restrictions – in working towards altered relations
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