| Popis: |
This chapter examines the historical and current uses of global citizenship education (GCE) in Canada and the U.S. in public schools from primary through secondary levels, with attention to Canada as well as similarities and differences within and across the two countries. We assess how social and political contexts have influenced the definition and operationalization of multiculturalism, civic studies, and global studies in curricula, noting that the neo-liberal perspective has focused on making people an economic powerhouse rather than socially concerned global citizens. In our examination of educational approaches that relate to GCE, we present decolonizing pedagogies, the multiculturalism approach in Canada, as well as culturally responsive and anti-racist pedagogies. To illustrate these issues, we offer an example in the Canadian context and raise the need to prevent GCE from becoming yet another tool for hegemony by the Global North on the Global South, as dominant groups have long defined citizenship. We conclude by proposing that to realize GCE in these two countries, teacher/practitioner and local, national, and international actors must engage youth, and in doing so, power imbalances that prohibit becoming global citizens will be addressed. |
