Global citizenship is a popular concept that was fully embraced by UNESCO in 2015 with a framewor... more Global citizenship is a popular concept that was fully embraced by UNESCO in 2015 with a framework for Global Citizenship Education (GCE). This pedagogical guidance can be characterized as transformative since it aims to foster reflective citizens who contribute to building a more inclusive, just, and peaceful world. Thus, GCE allows educators to take a critical approach to their teaching, hereby articulating a clear social justice orientation towards citizenship education. However, recent studies indicate that most interpretations and thus implementations of GCE do not translate into a social action approach. Therefore, this article conceptualizes an intersectional approach to GCE, to make a critical approach of GCE more likely by practitioners. Intersectionality was developed by Black feminists in the US, to highlight structural oppressions and privileges on the basis of analytical categories. Intersectionality, furthermore, allows for opportunities to recognize resilience and res...
Women played a vital role during the anti-slavery campaigns in the United States and Great Britai... more Women played a vital role during the anti-slavery campaigns in the United States and Great Britain in the nineteenth century. Their involvement pushed the boundaries of the prescribed gender roles of the time, as women were supposed to remain within the household sphere and abstain from any political involvement. Abolitionist women were also active in the Netherlands, such as the 129 women from Rotterdam who sent a petition to King Willem II in 1842. Although, a few decades earlier, British women had already played a significant role in the abolishment of slavery in Great Britain and the United States, this was probably the first time in the Netherlands that women collectively interfered directly with politics.
While current-day urban classrooms in Norway are culturally diverse, there is a persistent perfor... more While current-day urban classrooms in Norway are culturally diverse, there is a persistent performance gap between native born and immigrant students. This paper presents narrative inquiries of three racially marginalized students at a middle school in Norway. Critical Race Theory (CRP) is used as a framework to examine racial tensions between white teachers and students of color. Counter-narratives were created by interviewing three female students about their experiences in school, hereby focusing on manifestations of microaggressions. Each case is examined separately according to the Gestalt approach, whereby occurring themes were deducted from the interviews. The aim of this qualitative research is to provide white (pre-service) educators with insights in to the needs and wants of racially marginalized students in order to improve the teaching in culturally diverse classrooms. The narratives from the students show that teachers very much apply a colorblind attitude, thereby not focussing on cultural differences in classrooms. As a result, students whose community is not represented in the curriculum, may feel ostracized by their white teachers and peers.
The Bloomsbury Handbook of Global Education and Learning can be described as an impressive collec... more The Bloomsbury Handbook of Global Education and Learning can be described as an impressive collection of a wide variety of perspectives from different corners of the world, written by well-established scholars and early career researchers, who are all engaged with Global Education (GE) in one way or another. On the publisher’s website, Philip Bamber, eminent scholar in GE, characterized the book “as a landmark text in the field of global education”. The aim of this handbook, as of any Bloomsbury Handbook, is to provide researchers and graduate students with an update on the research field, hence offering original insights along with historical overviews of the field. More specifically, this edition intended to be the first major publication in bringing together current issues and debates on GE. Overall, the book meets its objective by commissioning 30 essays to present an array of voices, although it can be suggested that an opportunity is missed to firmly include a radical politicized attitude within GE as well.
Global citizenship is a popular concept that was fully embraced by UNESCO in 2015 with a framewor... more Global citizenship is a popular concept that was fully embraced by UNESCO in 2015 with a framework for Global Citizenship Education (GCE). This pedagogical guidance can be characterized as transformative since it aims to foster reflective citizens who contribute to building a more inclusive, just, and peaceful world. Thus, GCE allows educators to take a critical approach to their teaching, hereby articulating a clear social justice orientation towards citizenship education. However, recent studies indicate that most interpretations and thus implementations of GCE do not translate into a social action approach. Therefore, this article conceptualizes an intersectional approach to GCE, to make a critical approach of GCE more likely by practitioners. Intersectionality was developed by Black feminists in the US, to highlight structural oppressions and privileges on the basis of analytical categories. Intersectionality, furthermore, allows for opportunities to recognize resilience and res...
Women played a vital role during the anti-slavery campaigns in the United States and Great Britai... more Women played a vital role during the anti-slavery campaigns in the United States and Great Britain in the nineteenth century. Their involvement pushed the boundaries of the prescribed gender roles of the time, as women were supposed to remain within the household sphere and abstain from any political involvement. Abolitionist women were also active in the Netherlands, such as the 129 women from Rotterdam who sent a petition to King Willem II in 1842. Although, a few decades earlier, British women had already played a significant role in the abolishment of slavery in Great Britain and the United States, this was probably the first time in the Netherlands that women collectively interfered directly with politics.
While current-day urban classrooms in Norway are culturally diverse, there is a persistent perfor... more While current-day urban classrooms in Norway are culturally diverse, there is a persistent performance gap between native born and immigrant students. This paper presents narrative inquiries of three racially marginalized students at a middle school in Norway. Critical Race Theory (CRP) is used as a framework to examine racial tensions between white teachers and students of color. Counter-narratives were created by interviewing three female students about their experiences in school, hereby focusing on manifestations of microaggressions. Each case is examined separately according to the Gestalt approach, whereby occurring themes were deducted from the interviews. The aim of this qualitative research is to provide white (pre-service) educators with insights in to the needs and wants of racially marginalized students in order to improve the teaching in culturally diverse classrooms. The narratives from the students show that teachers very much apply a colorblind attitude, thereby not focussing on cultural differences in classrooms. As a result, students whose community is not represented in the curriculum, may feel ostracized by their white teachers and peers.
The Bloomsbury Handbook of Global Education and Learning can be described as an impressive collec... more The Bloomsbury Handbook of Global Education and Learning can be described as an impressive collection of a wide variety of perspectives from different corners of the world, written by well-established scholars and early career researchers, who are all engaged with Global Education (GE) in one way or another. On the publisher’s website, Philip Bamber, eminent scholar in GE, characterized the book “as a landmark text in the field of global education”. The aim of this handbook, as of any Bloomsbury Handbook, is to provide researchers and graduate students with an update on the research field, hence offering original insights along with historical overviews of the field. More specifically, this edition intended to be the first major publication in bringing together current issues and debates on GE. Overall, the book meets its objective by commissioning 30 essays to present an array of voices, although it can be suggested that an opportunity is missed to firmly include a radical politicized attitude within GE as well.
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