Linking Global Citizenship Education and Education for Democracy through Social Justice: What can we learn from the perspectives of teacher - education candidates
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The respective projects of education for global citizenship and Education for Democracy are inherently intertwined; the richness and salience of one is dependent on the expression of the other. While both of these ideals are varied and broad in definition, they are each gaining prominence in theoretical debates, in policy development, and at the school level, where the implementation of (formal) education takes place. In this article we examine the construction of meanings ascribed to Global Citizenship Education, survey its position in the curriculum today, and connect it with Education for Democracy. Structured around the findings of a multi-faceted study with teacher-education candidates in education programs at a university in Ontario, Canada, this article uses data that demonstrates how Education for Democracy, like Global Citizenship Education, is largely perceived in and between a binary of mainstream and critical orientations. The findings of our study highlight a passive, mainstream, or neutralized understanding of democracy, in which research participants made little or no mention of, or linkage to, equity or social justice to democracy. This paper argues that global citizenship, Education for Democracy, and social justice are interlinked, and necessary to create a more just society for all. Further, we 1 This paper is part of, and has benefited from funding from, a Social Sciences and Humanities Research of Canada (SSHRC) project entitled Democracy, Political Literacy and Transformative Education (DPLTE), which is led by the lead author, who is the Principal Investigator. The two co-authors are research assistants on this project. JGCEE, Vol. 4, No. 1, October 2014 • 2 find that central descriptors of critical perspectives have been coopted or conflated, resulting in reduced meaning. To add a practical element to this conversation, we present six proposals to develop and bolster the critical facets of Education for Democracy and global citizenship, including addressing the local in global, welcoming conflict in learning sites, and highlighting the primacy of equity in each approach.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it