社论:全球学习和全球公民教育中的挑战和紧张

C. Bentall
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引用次数: 0

摘要

本期杂志就不同背景下教育工作者在全球学习和全球公民教育方面面临的挑战和紧张局势提供了一系列观点。作者研究了教育工作者面临的困境,并探讨了在一系列地理区域应对这些挑战的可能对策和方式。在他们的文章中,Sheila Baker和Debra Shulsky接受了教育工作者的挑战,帮助学习者培养“视角意识”——一种他们对世界的看法不一定与他人共享的感觉,以及一种他们没有意识到的方式对世界的影响的理解。他们将这一努力置于全球公民教育方法中,强调了视角意识的以下要素:宽广的胸怀、天生的沉思和批判性信念。他们将研究放在美国各种新标准、政策和举措的背景下,说明了如何鼓励教师帮助学生发展全球视野,并认为使用文献可以支持这一努力。他们建议书名、文献管理标准和相关学习活动,以促进正念的发展,从而促进视角意识的发展。他们认为,标准应该包括,例如,作品是否呈现了多重视角,是否促进了对他人生活经历的理解,以及是否促进了同理心或开放心态。他们的目的是鼓励教师将文学视为学习者获得富有同情心的全球公民身份的途径。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Editorial: Challenges and tensions in global learning and global citizenship education
This issue of the journal offers a range of perspectives on the challenges and tensions in global learning and global citizenship education facing educators in different contexts. The authors examine the dilemmas educators are confronted with, and explore possible responses and modalities for responding to those challenges in a range of geographical areas. In their article, Sheila Baker and Debra Shulsky take on the challenge for educators in helping learners to develop a ‘perspective consciousness’ – a sense that their view of the world is not necessarily shared by others, and an understanding that it is influenced in ways they are not consciously aware of. They situate this endeavour within a global citizenship education approach, highlighting the following elements of perspective consciousness: broadmindedness, innate contemplation and critical conviction. Setting their research in the context of various new standards, policies and initiatives within the United States, they illustrate how teachers are being encouraged to help their learners to develop global perspectives and argue that using literature can support this endeavour. They suggest book titles, criteria for curating literature and relevant learning activities to promote the development of mindfulness and therefore perspective consciousness. They argue that criteria should include, for example, whether the works present multiple perspectives, whether they promote understanding of the life experiences of others and whether they promote empathy or open-mindedness. Their aim is to encourage teachers to view literature as a route into compassionate global citizenship for learners.
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