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Global citizenship as education for peacebuilding in a divided society: structural and contextual constraints on the development of critical dialogic discourse in schools.

Reilly, Jacqueline and Niens, Ulrike (2013) Global citizenship as education for peacebuilding in a divided society: structural and contextual constraints on the development of critical dialogic discourse in schools. Compare: A Journal of Comparative and International Education, n/a . [Journal article]

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DOI: 10.1080/03057925.2013.859894

Abstract

In post-conflict and divided societies, global citizenship education has been described as a central element of peacebuilding education whereby critical pedagogy is seen as a tool to advance students’ thinking, transform their views and promote democratic behaviours. The present study investigates understandings of and attitudes to global citizenship and the challenges faced in its implementation. Teacher interviews highlight lack of time and resources for critical reflection and dialogue. Where opportunities for relevant training are provided, this can benefit critical engagement. Boundaries of educational systems and structures also influence pupils' understandings of the issues as evidenced in questionnaire findings. We argue that critical pedagogies may be limited unless criticality and activism transcend local and global issues and applied to schools themselves. Emotional engagement may be required for teachers to claim the space to critically reflect and share with colleagues within beyond their sectors in order to enable critical discourse amongst pupils.

Item Type:Journal article
Faculties and Schools:Faculty of Social Sciences > School of Education
Faculty of Social Sciences
Research Institutes and Groups:Institute for Research in Social Sciences > Education
Institute for Research in Social Sciences
ID Code:28308
Deposited By: Dr Jacqueline Reilly
Deposited On:19 Dec 2013 11:44
Last Modified:20 Dec 2013 10:50

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