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引用次数: 0
摘要
《全球公民作为一种希望的教学法》特刊的基础是四篇文章,这些文章来自于全球教育与学习学术网络(ANGEL)内的学者和研究人员之间的对话,这是2022年英国教育研究协会(BERA)会议上关于这一主题的研讨会。需要展示当前全球学习和发展教育领域关于在话语中纳入基于价值的观点的重要性的辩论。近年来,该领域的一些出版物已经得到了认可(Bosio和Waghid, 2023;Kwapong et al., 2022;Sharma, 2018),人们很少关注边缘化群体的声音,以及那些提出反映与西方主流教育话语相反的哲学立场的观点的人的声音。在关于全球公民身份的讨论中,还需要引入一些教育主题,这些主题为未来设定了目标,是乐观的,因此可以促进一种希望感和改变是可能的。与这些关切联系在一起的可能是过分强调对现有政策和做法的批评,尽管这些批评可能很有价值,但不利于提出对未来更进步和乐观的看法。在国际一级可以看到这一前进的主题,在国际一级,人们越来越接受有必要促进关于教育未来的辩论,并确保
Editorial: global citizenship as a pedagogy of hope
The four articles that form the basis of this special issue onglobal citizenship as a pedagogy of hope arose from dialogue among academics and researchers within the Academic Network of Global Education and Learning (ANGEL), a symposium on the topic at the British Education Research Association (BERA) Conference in 2022, and the need to showcase current debates within the field of global learning and development education on the importance of including value-based perspectives within the discourse. There has been a recognition in several publications in the field in recent years (Bosio and Waghid, 2023; Kwapong et al., 2022; Sharma, 2018) that too little attention has been paid to the voices of the marginalised and those who present perspectives that reflect philosophical positions that are counter to the dominant Western educational discourse. There has also been a need within the discussions on global citizenship to bring in educational themes that pose goals for the future and are optimistic, and which therefore promote a sense of hope and that change is possible. Linked to these concerns has been perhaps an overemphasis on critiques of existing policies and practices, valuable though they may be, to the detriment of posing narratives that suggest more progressive and optimistic views of the future. This theme of moving forwards can be seen at an international level, where there has been an increasing acceptance of the need to promote debate about the future of education and to ensure