Exploring values and knowledge in global citizenship education: Theoretical and empirical insights from scholars worldwide
Open accessAbstract
Global Citizenship Education (GCE) has garnered increasing attention over the past two decades as a means of enabling learners to develop an understanding of diverse global, national, and local issues.The conceptualization of GCE has evolved through scholarly discourse, encompassing theoretical perspectives ranging from neoliberal to critical orientations (Giroux & Bosio, 2021;Torres & Bosio, 2020).A widely adopted definition of GCE, put forth by UNESCO (2015, p. 15), describes it as the cultivation of "knowledge, skills, values, and attitudes that learners need to be able to contribute to a more inclusive, just, and peaceful world".In the past two decades, numerous countries have begun implementing GCE in both primary and secondary schools as well as universities, aiming to cultivate globally aware students.These initiatives take various forms and can be implemented through formal national policies, local initiatives, or the initiatives of individual academics (Bosio, 2021a(Bosio, , 2021b)).However, there is a paucity of research on how educators worldwide perceive GCE and integrate it into their curricula and classroom practices.This special issue of Prospects brings together theoretical and empirical perspectives from leading scholars in both the Global North and the Global South to discuss how they understand the values and knowledge associated with GCE, and how their pedagogical
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Ethical GCE goes beyond the banking model of education by emphasizing a global ethic.
“Guided by those principles, ethical GCE goes beyond the banking model of education by emphasizing a global ethic (Bosio et al., 2023).”
From Civic education in a new post-democratic context: The need to revitalize a dialogic and cooperative pedagogy for global citizenship (2025) · cites this paper as Bosio et al., 2023
The passage labeled Abstract says GCE goes beyond mere knowledge acquisition and links its goals to a global ethic. It also describes ethical GCE as values-based. Our copy does not mention the banking model of education or explicitly contrast ethical GCE with it, so that specific comparison is unsupported. (LLM, conf=0.84)
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Research works printed but not linked: 24
- Bosio, E. (Ed.) (2021a). Conversations on global citizenship education: Perspectives on research, teaching, and learning in higher education. Routledge. https:// doi. org/ 10. 4324/ 97804 29346 897 · DOI
- Bosio, E. (2021b). Global human resources or critical global citizens? An inquiry into the perspectives of Japanese university educators on global citizenship education. Prospects. https:// doi. org/ 10. 1007/ s11125-021-09566-6. · DOI
- Bosio, E., & Torres, C. A. (2019). Global citizenship education: An educational theory of the common good? A conversation with Carlos Alberto Torres. Policy Futures in Education, 17(6), 745-760. https:// doi. org/ 10. 1177/ 14782 10319 825517. · DOI
- Bosio, E., & Schattle, H. (2021). Ethical global citizenship education: From neoliberalism to a values-based pedagogy. Prospects. https:// doi. org/ 10. 1007/ s11125-021-09571-9. · DOI
- Duarte, J. (2021). "Global citizenship means different things to different people": Visions and implementa- tion of global citizenship education in Dutch secondary education. Prospects. https:// doi. org/ 10. 1007/ s11125-021-09595-1. · DOI
- Dominici, P. (2022). The weak link of democracy and the challenges of educating toward global citizenship. Prospects. https:// doi. org/ 10. 1007/ s11125-022-09607-8. · DOI
- Elerian, M., & Solomou, E. A. (2022). International schools, international mindedness, and the develop- ment of global citizenship: Reflections from a case study of international schools in Cyprus. Prospects. https:// doi. org/ 10. 1007/ s11125-021-09585-3. · DOI
- Elkorghli, E. A. B., & Bagley, S. S. (2022). Cognitive mapping of critical global citizenship education: Con- versations with teacher educators in Norway. Prospects. https:// doi. org/ 10. 1007/ s11125-022-09624-7. · DOI
- Giroux, H. A., & Bosio, E. (2021). Critical pedagogy and global citizenship education. In E. Bosio (Ed.), Conversations on global citizenship education: Perspectives on research, teaching, and learning in higher education (pp. 1-10). Routledge. https:// doi. org/ 10. 4324/ 97804 29346 897-1 · DOI
- Hayden, M. J. (2022). Moral agonism: Acknowledging the moral in global citizenship education. Prospects. https:// doi. org/ 10. 1007/ s11125-022-09603-y. · DOI
- Hong, Y. (2022). How will a conceptualized GCE curriculum function within Chinese secondary schools? Prospects. https:// doi. org/ 10. 1007/ s11125-021-09596-0. · DOI
- Kasa, T., Karilainen, L., Rajala, A., & Kallioniemi, A. (2022). Finnish UNESCO school educators' under- standing of global citizenship education: Analysis through typologies, ecosocial understanding, and human rights. Prospects. https:// doi. org/ 10. 1007/ s11125-021-09597-z. · DOI
- Le, H. M., & Duong, B. H. (2022). Global citizenship education in Vietnam: Exploring contested terrains for a new ideal citizen. Prospects. https:// doi. org/ 10. 1007/ s11125-021-09593-3. · DOI
- MacCallum, C., Mkubwa, S., Maslin, R., & Shone, N. (2022). Global citizenship education in prac- tice: A transformative approach to global learning in Zanzibar. Prospects. https:// doi. org/ 10. 1007/ s11125-022-09600-1. · DOI
- O'Cadiz, M. D. P., Pescador, O., Schugurensky, D., & Torres, C. A. (2022). Teaching values, valuing expe- rience: A pedagogical model from the Global South to address the ethical dimension of citizenship education. Prospects. https:// doi. org/ 10. 1007/ s11125-021-09592-4. · DOI
- Portera, A. (2021). Global versus intercultural citizenship education. Prospects. https:// doi. org/ 10. 1007/ s11125-021-09577-3. · DOI · Paper page
- Saperstein, E. (2022). Post-pandemic citizenship: The next phase of global citizenship education. Prospects. https:// doi. org/ 10. 1007/ s11125-021-09594-2. · DOI
- Torres, C. A., & Bosio, E. (2020). Global citizenship education at the crossroads: Globalization, global commons, common good, and critical consciousness. Prospects, 48, 99-113. https:// doi. org/ 10. 1007/ s11125-019-09458-w. · DOI
- van der Walt, J. L., & Wolhuter, C. C. (2021). Global citizenship education in a space of "flow." Prospects. https:// doi. org/ 10. 1007/ s11125-021-09581-7. · DOI · Paper page
- Veugelers, W., & Bosio, E. (2021). Linking moral and social-political perspectives in global citizenship edu- cation: A conversation with Wiel Veugelers. Prospects. https:// doi. org/ 10. 1007/ s11125-021-09576-4. · DOI
- Witt, A. (2022). Postpandemic futures of global citizenship education for preservice teachers: Challenges and possibilities. Prospects. https:// doi. org/ 10. 1007/ s11125-022-09599-5. · DOI
- Yamada, R. (2021). Planned thinking and democratic personality: Karl Mannheim's legacy for global citi- zenship education today. Prospects. https:// doi. org/ 10. 1007/ s11125-021-09573-7. · DOI
- Yemini, M. (2021). Rethinking the sacred truths of global citizenship education: A theoretical exploration. Prospects. https:// doi. org/ 10. 1007/ s11125-021-09587-1. · DOI
- Zembylas, M. (2021). Affective governmentality, political sensitivity, and right-wing populism: Toward a political grammar of feelings in democratic education. Prospects. https:// doi. org/ 10. 1007/ s11125-021-09569-3. · DOI
Cited by
Sorted by citations
Gozálvez, V., & Calandín, J. G. (2025) · PROSPECTS · doi:10.1007/s11125-025-09741-z · Cited by 4 · see citing works
- Authors
- Bosio, E., Torres, C. A., & Gaudelli, W.
- Affiliations
- Toyo University (JP)
- University of California, Los Angeles (US)
- Lehigh University (US)
- Corresponding author
- Torres, Carlos Alberto
- Venue
- PROSPECTS
- Published
- 2023-10-16
- Volume
- 53
- Issue
- 3-4
- Pages
- 195-202
- ISSN
- 0033-1538 (ISSN-L)
- 1573-9090
- OpenAlex
- W4387673373
- Cited by
- 35
- References
- 0
- Citations by year
- 2026: 21 · 2025: 12 · 2024: 2
- FWCI
- 15.65
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Locations
- Prospects (publishedVersion, cc-by)
- Topics
- Social Sciences › Education › Global Education and Multiculturalism
- Social Sciences › Sociology and Political Science › Peace and Human Rights Education
- Social Sciences › Education › Citizenship Education and Democracy
- Keywords
- global citizenship education, values, knowledge, critical pedagogy, neoliberalism in education, curriculum integration, teacher perceptions, inclusive education, peace education, Global North and Global South
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