Global Competence Framework as a tool for teaching global citizens in higher education
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F24%3A10484646" target="_blank" >RIV/00216208:11410/24:10484646 - isvavai.cz</a>
Result on the web
<a href="https://citedev.eu/wp-content/uploads/Teachers_Guidelines_Citizenship-in-the-Context-of-European-Values-Recommendations-for-teaching-in-higher-education.pdf" target="_blank" >https://citedev.eu/wp-content/uploads/Teachers_Guidelines_Citizenship-in-the-Context-of-European-Values-Recommendations-for-teaching-in-higher-education.pdf</a>
DOI - Digital Object Identifier
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Alternative languages
Result language
angličtina
Original language name
Global Competence Framework as a tool for teaching global citizens in higher education
Original language description
The chapter presents how European values are applied in a global context and how the local perspective influences the world view. It defines the relevance of European (and universally human) values for the actions of a global citizen and to define the link between global citizenship and global competence. Global citizenship is understood in the chapter as the ability of individuals to engage in a global community; "living together" (human and other-than-humans) on a shared planet (e. g. Shultz, 2021; Stein et al., 2023). Global competence is understood in the chapter as a direction for the development of the global citizen - his or her knowledge, skills, attitudes and values - with an emphasis on taking responsibility for his or her actions (e. g. Byker & Putman, 2019). The chapter also presents existing global competence frameworks - tools for university teachers that enable them to design courses and formatively assess students (often future teachers) in line with the principles of global citizenship. There are academic critiques of the concepts of global citizenship and competence - concerning their vague definition, strong contextuality, or "elitist" notions that are particularly relevant to the Western context (e. g. Bourn, 2021). The aim is also to present a critical approach that is more oriented towards global responsibility, social justice and equality, i.e. a critical cosmopolitan approach. In addition, more radical approaches that aim at "beyond reform"/"radical reform". In this context, decolonial tendencies in global citizenship and higher education will be presented.
Czech name
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Czech description
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Classification
Type
C - Chapter in a specialist book
CEP classification
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OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
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Continuities
S - Specificky vyzkum na vysokych skolach
Others
Publication year
2024
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Book/collection name
Citizenship in the Context of European Values: Recommendations for teaching in higher education
ISBN
978-80-7603-414-3
Number of pages of the result
11
Pages from-to
138-148
Number of pages of the book
165
Publisher name
Erasmus+ Jean Monnet Network; CItEDEV
Place of publication
London European Union
UT code for WoS chapter
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