Rethinking adult learning and education as global citizenship education: A conceptual model with implications for policy, practice and further research

M. Milana, M. Tarozzi
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引用次数: 1

Abstract

This article provides a conceptual analysis of the two domains of global citizenship education and adult education and learning, along with their similarities and differences. It begins by unpacking the ambiguous and contested concept of global citizenship education and proposing a critical vision of it, within a global social justice framework. Against this backdrop, the article argues for re-conceptualizing adult education and learning as global citizenship education, instead of considering the latter to be one of the key issues of the former. Their structural link is grounded in their common epistemological nature. The domains are interlocked to the extent that both (1) promote active citizenship skills, (2) strive towards equality and social justice on a global level and (3) adopt a values-based approach and promote transformative learning. In conclusion, an original ‘Four-dimensions approach to adult education and learning as global citizenship education’ conceptual model is advanced potentially to inform policymakers, practitioners and researchers. The model is made up of four basic components of adult education and learning as global citizenship education, namely: aims and scope (what for), contents and skills (what), processes and pedagogies (how), actors and learning environments (who).
重新思考成人学习和教育作为全球公民教育:一个具有政策、实践和进一步研究意义的概念模型
本文对全球公民教育和成人教育与学习这两个领域及其异同进行了概念分析。它首先揭示了全球公民教育这一模糊而有争议的概念,并在全球社会正义框架内提出了一个批判性的愿景。在此背景下,本文主张将成人教育和学习重新概念化为全球公民教育,而不是将后者视为前者的关键问题之一。它们的结构联系是基于它们共同的认识论性质。这两个领域相互关联,(1)促进积极的公民技能,(2)在全球范围内努力实现平等和社会正义,(3)采取基于价值观的方法,促进变革性学习。总之,提出了一个独创的“将成人教育和学习作为全球公民教育的四维方法”概念模型,有可能为决策者、从业者和研究人员提供信息。该模式由作为全球公民教育的成人教育和学习的四个基本组成部分组成,即:目标和范围(做什么)、内容和技能(什么)、过程和教学法(如何)、行为者和学习环境(谁)。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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