Global Competence Framework as a tool for teaching global citizens in higher education

Kód výsledku v 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>

Výsledek na webu

<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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Jazyk výsledku

angličtina

Název v původním jazyce

Global Competence Framework as a tool for teaching global citizens in higher education

Popis výsledku v původním jazyce

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; &quot;living together&quot; (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 &amp; 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 &quot;elitist&quot; 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 &quot;beyond reform&quot;/&quot;radical reform&quot;. In this context, decolonial tendencies in global citizenship and higher education will be presented.

Název v anglickém jazyce

Global Competence Framework as a tool for teaching global citizens in higher education

Popis výsledku anglicky

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; &quot;living together&quot; (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 &amp; 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 &quot;elitist&quot; 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 &quot;beyond reform&quot;/&quot;radical reform&quot;. In this context, decolonial tendencies in global citizenship and higher education will be presented.

Druh

C - Kapitola v odborné knize

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název knihy nebo sborníku

Citizenship in the Context of European Values: Recommendations for teaching in higher education

ISBN

978-80-7603-414-3

Počet stran výsledku

11

Strana od-do

138-148

Počet stran knihy

165

Název nakladatele

Erasmus+ Jean Monnet Network; CItEDEV

Místo vydání

London European Union

Kód UT WoS kapitoly

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