This book explores how Australian secondary schools prepare their students for global citizenship. Globalisation has irrevocably changed modern countries and societies, and the benefits and pressures this brings are being felt as never before. Drawing on empirical data from six Australian secondary schools, the author examines how school leaders and teachers understand global citizenship, how they translate this into their practice, and how students experience and make sense of global citizenship education. In doing so, the book portrays how school leaders, teachers and students grapple with key issues central to global citizenship education, including how they work to mediate some of the tensions involved. While the book concentrates on the Australian context, its findings and analysis have resonance for other countries in which global citizenship education operates as a core goal of education and schooling.
Table of Content
Chapter 1. Global citizenship education: Meanings and (Mis)Intentions.- Chapter 2. Understandings of, and approaches to, global citizenship education.- Chapter 3. Connections and Relationships within Global Citizenship Education.- Chapter 4. Controversial and Sensitive Issues in Global Citizenship Education.- Chapter 5. Revisiting the globally-oriented citizen and priorities for empirical research on global citizenship education
About the author
Andrew Peterson is Professor of Character and Citizenship Education at the Jubilee Centre for Character and Virtues, University of Birmingham, UK. He is also Adjunct Professor of Education at the University of South Australia.
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