Klimatförändringarna är troligen den största utmaningen mänskligheten står inför. För den överskådliga framtiden, nuvarande och kommande generationer kommer att tvingas relatera till den genom hela sina liv. Det finns ett behov av att förbereda dem för de utmaningar klimatförändringarna innebär. Det här examensarbetet kommer att undersöka hur skolor kan förbereda elever för de utmaningar klimatförändringarna kommer innebära, både i form av anpassning till, och begränsning av klimatförändringarna. För att besvara frågeställningen presenteras de huvudsakliga konsekvenserna av klimatförändringarna, och analysen går sedan in i de mest relevanta aspekterna och frågar vad skolor kan göra för att förbereda elever för dessa aspekter. Analysen finner att skolor kan förbereda elever på en mängd olika sätt. Erfarenheterna från Lärande för hållbar utveckling, Undervisning för Globalt Medborgarskap och Fredsundervisning kan vara värdefulla i att stärka elever, underlätta internationellt samarbete, minska riskerna för konflikter, nära hållbara tankesätt och omorientera samhället mot hållbara lösningar. Att undervisa om de politiska aspekterna av klimatförändringarna, med ett särskilt fokus på frågorna om rättvisa i de globala klimatförhandlingarna, befinns vara viktiga i att stärka elever till att kunna influera de beslut som kommer forma deras framtid. Skolor kan även hjälpa till att förbereda elever för livsstilsförändringar och flera olika utmaningar kopplade till anpassningar till klimatförändringarna. Dessa resultat diskuteras sedan och frågan om vad som bör göras lyfts. / Climate change is arguably the greatest challenge facing humanity. For the foreseeable future, current and coming generations will be forced to relate to it throughout their lives. There is a need to prepare pupils for the challenges climate change poses. This thesis investigates how schools can prepare pupils for the challenges of climate change, both in terms of adaptation and mitigation. To answer this, the main consequences of climate change are presented and then the analysis delves into the most relevant aspects and asks what schools can do to prepare pupils for these aspects. The analysis finds that schools can prepare pupils in a wide variety of ways. Notably, the experiences of Education for Sustainable Development, Global Citizenship Education and Peace Education can be useful in empowering pupils, facilitating international cooperation, reducing risks of conflict, fostering sustainable thinking and reorienting society towards sustainable solutions. Teaching about the political aspects of climate change, with a specific focus on the issues of equity in the global climate negotiations, is found to be important in empowering pupils to be able to influence decisions that will shape their future. Schools can also help prepare pupils for lifestyle changes and various challenges of adaptation consequences. These results are then discussed where the question of what ought to be done is raised.

No description available.

In the past 30 years there has been a rapid and exponential growth in the numbers of people electing to complete all or part of their studies outside of their country of origin. This phenomenon has attracted considerable research attention, not least from those who are interested to describe the benefits seen to accrue from the opportunity this provides for an extended encounter with linguistic and cultural diversity. Notably, the widespread assumption that this can generate a new form of learning, commonly referred to as intercultural learning, which is understood to comprise increased tolerance, empathy and openness to the linguistic and cultural other. Despite the limited research data to substantiate these claims, among those interested to develop educational responses to globalization, the potential of intercultural contact to generate intercultural learning has considerable appeal and has been co-opted in the development of policy and practice to promote global citizenship at all levels of education. This has contributed to the emergence of a particular discourse about intercultural learning and is further fuelling the development of both short and long-stay study abroad programmes. This discourse is, however, increasingly called into question on account of the perceived overly-simplistic constructions of interculturality and learning on which it is premised. In particular, there is a growing recognition of the need to develop situated accounts of people’s everyday encounters with linguistic and cultural others which acknowledge the exigencies of the setting, as well as the impact of wider political economic and historical discourses on their positioning in intercultural encounters. The generation of ‘thick’ descriptions of people’s lived experiences of interculturality in global educational contact zones, it is argued, can lead to a more nuanced account of the intercultural learning these can afford. This was the aim of the study reported in this thesis. The study undertaken explores the relationship between an experience of interculturality and learning among 14 international students during their year-long sojourn at a university in the UK. Drawing upon a socially constructed relational understanding of learning informed by the transactional and dialogic conceptualization of learning developed by Dewey and Bakhtin among others, the study sought to generate a narrative account of participants’ experiences and learning generated from periodic individual and group interviews over the year as well as reflective accounts in participants portfolios and other opportunistic conversations recorded in the researcher log. Primary analysis of the data revealed that participants’ experiences generated a number of forms of learning. One of these, ‘learning about self in relation to linguistic and cultural other’ was identified as a form of intercultural learning, comprising learning to be more open to the other and learning about linguistic and cultural positioning. This was subsequently explored in more depth, revealing a complex interplay between these two elements and the strategic actions taken by participants to manage their encounters with linguistic and cultural others. These results revealed considerable differences in the learning trajectories and outcomes resulting from their intercultural encounter. The findings also point to the importance of sustained commitment to intercultural dialogue on the part of individuals and the perception of their ethical treatment by others as important to the direction their learning trajectories take. On the basis of these findings, it is argued that while an encounter with linguistic and cultural other may lead to increased tolerance, empathy and openness to other associated with the way intercultural learning is employed in much of the research literature, the strategic actions learners take to negotiate their linguistic and cultural positioning will critically inform the extent to which they develop these qualities. The thesis concludes with a discussion of the ways in which a situated and relational conceptualization of interculturality and learning is seen to contribute to a more informed and deeper understanding of the sorts of intercultural learning that are made possible by an intercultural encounter. I also identify a number of research agendas which can build upon the insights provided by the study.

Abstract This comparative study examines the views of Finnish and Japanese student teachers on global perspectives (GP) in relation to their future profession. As global citizens, teachers should know, one, the cultural and historical backgrounds of pupils and their families, and two, how to teach interrelated themes and global issues. The research questions of this study are, "How do student teachers conceptualise global perspectives in relation to their future teaching, in Oulu and Hiroshima?"; "How do those students view the role and significance of GP in their future teaching?"; and, "How does teacher education support the development of GP?" My theoretical framework rests on Gaudelli’s heuristic model of global citizenship education (2009) and on Hanvey’s five aims of GP (1982), enriched by principles of critical pedagogy (Giroux 2004, Freire 1985). The main body of empirical data was acquired through interviews with and questionnaires completed by students in the two contexts. This study found differences and similarities in the Finnish and Japanese student teachers’ views of global perspectives. Those views, in many respects, reflect Hanvey’s model of five aims, "perspective consciousness" and "cross-cultural awareness" in particular. Views derived from critical pedagogy were less visible. Remarkable differences were evident in terms of Gaudelli’s "four orientations" model. The Japanese student teachers expressed nationalistic tendencies more often than their Finnish counterparts, who stressed humanistic principles. Neo-liberalist and transformational orientations were more difficult to detect in the Japanese data. In both cases, the student teachers saw GP as valuable for their future profession, referring to "cross-cultural awareness" within a humanistic orientation. However, the Japanese student teachers stressed "perspective consciousness" as part of a nationalistic orientation, while the Finns justified the teaching of GP in terms of "global dynamics" in a transformational orientation. Both groups saw teacher education programmes as significant to the development of GP, expressing similar views on the importance of curricula and of professors’ knowledge. Yet, while the Finnish student teachers saw peer support and varied assignments as helpful in developing GP, the Japanese considered those factors to be less relevant. / Tiivistelmä Tämä vertaileva tutkimus tarkastelee suomalaisten ja japanilaisten opettajaksi opiskelevien näkemyksiä globaaleista näkökulmista (global perspectives) suhteessa heidän tulevaan ammattiinsa. Maailmankansalaisina opettajien tulisi tuntea oppilaidensa ja heidän perheidensä kulttuurihistorialliset taustat sekä kuinka heidän tulisi huomioida globaalit kysymykset opetuksessa. Tutkimuskysymykset ovat: 1) Kuinka Oulussa ja Hiroshimassa opettajaksi opiskelevat käsitteellistävät globaalit näkökulmat suhteessa heidän tulevaan ammattiinsa? 2) Millaisena nämä opiskelijat näkevät globaalien näkökulmien merkityksen ja tehtävän tulevassa ammatissaan? 3) Kuinka opettajankoulutus opiskelijoiden mielestä tukee globaalien näkökulmien kehittymistä? Tutkimuksen teoreettinen viitekehys rakentuu seuraavista osa-alueista: 1) Gaudellin heuristinen maailmankansalaisuuden malli, 2) Hanveyn malli globaalin näkökulman viidestä tavoitteesta sekä 3) kriittisen pedagogiikan pääperiaatteet. Empiirinen aineisto koostuu pääasiallisesti kyselyistä ja opiskelijoiden haastatteluista näissä kahdessa kontekstissa. Tulokset osoittavat, että suomalaisten ja japanilaisten opettajaksi opiskelevien käsityksissä globaaleista näkökulmista on sekä yhtäläisyyksiä että eroavuuksia. Heidän käsityksensä heijastavat suurelta osin Hanveyn mallin viittä tavoitetta, joista vallitsevimpia olivat "näkökulmatietoisuus" ("perspective consciousness") ja kulttuurien välinen ymmärrys ("cross-cultural awareness"). Kriittiseen pedagogiikkaan pohjaavia näkemyksiä esiintyi aineistossa vähemmän. Gaudellin neljän orientaation malliin osalta tuloksissa oli havaittavissa huomattavia eroja. Japanilaiset opiskelijat ilmaisivat nationalistisia tendenssejä useammin kuin suomalaiset, jotka taas painottivat humanistisia periaatteita. Uusliberalistisia ja transformatiivisia orientaatioita oli vaikeampi havaita japanilaisten aineistossa. Sekä japanilaiset että suomalaiset opettajaksi opiskelevat pitivät globaaleja näkökulmia merkittävänä osana tulevaa ammattiaan ja viittasivat perusteluissaan kulttuurien väliseen ymmärrykseen. Japanilaiset opiskelijat kuitenkin painottivat näkökulmatietoisuutta osana nationalistista orientaatiota, kun taas suomalaiset perustelivat globaalien näkemysten opettamista "globaalilla dynamiikalla" osana transformatiivista orientaatiota. Mitä tulee opettajankoulutuksen rooliin, kumpikin ryhmä piti koulutusohjelmiaan merkittävinä globaalien näkökulmien kehittymiselle painottaen opetussuunnitelmien ja opettajankouluttajien tiedon tärkeyttä. Kuitenkin suomalaiset opiskelijat pitivät vertaistukea ja erilaisia tehtäviä oppimisprosessia edistävinä, mikä taas ei korostunut japanilaisten aineistossa.

La tesi si occupa dell'educazione alla pace in prospettiva storica a partire dal Novecento, per cogliere come sia stata influenzata dai mutamenti culturali, sociali e antropologici di questo secolo. Si prende, poi, in considerazione lo scenario instauratosi con la guerra fredda e la minaccia nucleare, che pone l'uomo, per la prima volta, di fronte ad una prospettiva pantoclastica. La fine della guerra fredda, il postcolonialismo e nuove tipologie di conflitti permettono di cogliere le sfide che la globalizzazione pone al problema della pace. Si giunge a riflettere su come la riflessione pedagogica abbia fatto propri tali cambiamenti, per poi formulare itinerari educativi non anacronistici, ma capaci di aiutare a convivere con la complessità del reale, utilizzandola in maniera proattiva. Si conclude con un'analisi delle strategie concrete: conflict resolution e pratiche di memoria e riconciliazione. / Peace Education has been analyzed with an historical perspective since the twentieth century, in order to understand how it is affected by cultural, social and anthropological changes. Cold war scenery and nuclear threat are analyzed as specific situations that cause humanity to face a pantoclastic perspective for the first time. The end of the cold war, post-colonialism and new kinds of conflict allow globalization challenges to peace to be taken. The way pedagogical reflection has interiorized these changes is thus analyzed in order to propose non anachronistic educational programs that enable people to cohabit with contemporary complexity, using it in a proactive way. Analysis about practical strategies such as conflict resolution, memory and reconciliation conclude the research.

The purpose of this research is to examine the connection between the institution of education and its effects on citizenship development in a given country. A new theory is developed making the case that education is an institution supported by national governments to promote norms and values of the ideal citizen through socialization. This theory is based on the use of new institutionalism and historical institutionalism to show the effects education has on a society. This thesis then takes a global perspective on education and citizenship, trying to understand the rise of research on global citizenship education theories. This theory is then tested using a comparative case study between the United States and Sweden, using textual analysis of educational policies of each country. The United States case study examined the No Child Left Behind Act and the Common  Core State Standards. The Sweden case study reviewed the Education Act (Skollag) of 1985 and the National Agency of Education’s Curriculum for the compulsory school (Läroplan).  The analysis of these documents finds that the United States’ ideal citizen is one that understands the laws of the country and civic duties, is ready and prepared for the “college and career” pathway, and believes in the liberal democratic economy. Whereas, Sweden’s ideal citizen is one that understands the fundamental democratic values,  differing cultures, cooperation and solidarity, and equality.

本研究旨在了解我國高級中學學生國際教育學習成效之全球公民資質力發展情形，其目的有四：（一）探討目前我國國際教育政策執行成效。（二）研究學生在國際教育政策執行後之學習成效。（三）分析不同背景學生在全球公民資質力上之差異。（四）探究目前國際教育推動四軌面向，影響學生在全球公民資質力之程度。 本研究採用問卷調查法，以103學年及104學年臺北市與高雄市申請SIEP計畫之高級中學計 17校，藉由研究者自編「我國高級中學學生國際教育學習成效之全球公民資質力調查問卷」進行調查，採立意取樣共發出1,200問卷，回收1,028份問卷，回收率86％，剔除無效問卷，有效問卷共計843份，有效率82％。調查所得資料以SPSS 22.0統計套裝軟體進行統計與分析，使用統計方法有描述性統計、單一樣本t檢定、獨立樣本t檢定、單因子變異數分析、Pearson積差相關與逐步多元迴歸分析，研究結論如下： 一、我國國際教育政策執行已有相當成效，然而在教師國際教育專業成長與全球公民適應力、競合力與反思力尚需加強。 二、學校參與國際教育計畫，提供國際時事相關訊息，鼓勵學生參加志工服務學習，融入社團關懷日，有助於提升學生全球公民資質力。 三、家長教育程度、學生出國經驗與第二外語能力對於學生全球公民資質力有顯著的影響。 四、臺北市與高雄市學生全球公民資質力並無顯著差異，顯示背景相似的學校在推動國際教育上，可達相同一定的水準。 五、加強教師國際專業知能與增加學校環境之外的國際教育推廣面向，以提升學生全球公民資質力。 根據以上研究結論，提出相關建議，俾提供對教育行政主管機關、學校與未來研究之參考。 / The purpose of this study is to understand the development of global citizenship as the effectiveness of senior high international education in Taiwan. The purpose of this study is as follows: (1) To explore the effectiveness of the international education policy in Taiwan. (2) To study the effectiveness of learning after the implementation of international education policy. (3) Analyze the differences in the quality of global citizenship for different backgrounds. (4) To explore the current international education to promote the four-track orientation that affects the scale of students’ global citizenship. In this study, the questionnaire survey was conducted in Taipei and Kaohsiung cities in the 103 academic year and 104 academic year. The survey was conducted by the researchers in the study of "International Education in High School Students' Learning Achievements." A total of 1,823 questionnaires were collected and the recovery rate was 86%. After the invalid questionnaires were removed, there were 843 questionnaires valid. The 82% of the survey results were analyzed by SPSS 22.0 statistical software. Using the statistical methods including descriptive statistics, one sample t test, independent sample t test,analysis of variance(one-way ANOVA), Pearson correlation and stepwise regression, the study has the following conclusions: 1.The implementation of international education policy in Taiwan has been quite effective, but teachers’ international professional knowledge, global citizenship adaptability, competition and reflection need to be strengthened. 2.The school participates in international education programs and provides related information about international affairs. It encourages students to take part in volunteering work and community care day, which helps to enhance students’ global citizenship. 3.The parents’ educational degree, the students’ experience of going abroad and the proficiency of the second language have significant impact on global citizenship. 4.There is no significant difference between students in Taipei or Kaohsiung in terms of global citizenship. The result indicates that schools that have similar backgrounds can reach the same level in promoting international education. 5.To enhance the student's global citizenship, we should strengthen teachers’ professional knowledge and extend the international education beyond the school district. Based on the above conclusions, relevant recommendations are made for the educational administration, for schools and for future research.

In teacher education, critical civic education and anti-racist education are often disconnected in practice, despite increasing overlap in theorizing and goals: to resist and dismantle the settler colonial realities of education, to promote working for social justice, and to challenge racist and White supremacist structures. This comparative case study examined how White teacher candidates’ civic, social justice, and anti-racist knowledge development during Bachelor of Education foundations courses affected their pedagogical growth. Through surveys, co- researcher observations, and focus groups conducted at research sites in Saskatchewan and Ontario, the study examined how teacher candidates understood their positionalities within societal structures, and how their understandings of structural injustice affected their pedagogical choices. Building from a postcolonial global citizenship education conceptual framework, the study engaged with Critical Race Theory and Critical Whiteness Studies in order to situate the findings in White settler colonial contexts. Findings indicate that the degree to which teacher candidates were aware of their own positionality influenced their understandings of structural injustice, and their confidence (or not) with anti-racist pedagogy. In the areas of civic engagement, racism, and Whiteness, the re-inscription of individualistic discourses and rejection of structural discourses was pervasive, and teacher candidates resisted self-implication in historical and ongoing settler colonialism and White supremacy. However, access to alternative conceptual frameworks for understanding the social construction of identities and structural determinism were somewhat effective at tackling meritocratic discourses. The study affirms the need for scaffolded anti-racist/anti-oppressive education in teacher education programs and discusses the necessity for teacher candidates to understand their own positionalities in context.

<p>Global citizenship is conceptualized within a neoliberal agenda and oppressive geopolitics of knowledge that furthers social inequities and unsustainability. Despite critiques and attempts to reframe global citizenship to achieve social justice and human rights aims, it is still masked in neoliberal and mono-epistemological terms as <em>global competence</em>. It is vital to explore possibilities of global citizenship <em>becoming</em> that can challenge neoliberal hegemony and the growing ethnocentric and ultra-nationalist thinking. This inquiry was conceptualized, within the three-dimensional narrative inquiry space, to explore the <em>being</em> and <em>becoming</em> of six South Asian female international students engaged in activism and the bearing it has on global citizenship. My co-researchers negotiated their dynamic identities and were influenced by multiple discourses as they shuttled between various places and spaces. In this inquiry, I examine autobiographical roots that illuminate my research puzzles and phenomena of interest and engage with South Asian female international students as they negotiate their personal, educational, and activist experiences. I analyze their lived experiences based on Ikeda’s perspective on global citizenship, informed by ideas of <em>sōka</em> or “value-creating” education and Buddhist-humanism. The research texts based on the livings and tellings of my participants are represented dialogically in culturally relevant ways, such as <em>chai pe charcha</em> or “conversations over tea.” From a narrative global citizenship perspective, these stories are examples of ‘creative coexistence’ and ‘value creation’ and offer a means to reimagine global citizenship from the standpoint of interconnectedness and interdependence.</p>

International House at the University of Alberta (I-House) is a living-learning campus residence that aims to build a strong community from an intentionally diverse population of international and Canadian students. With global education programming that focuses on leadership through community building, I-House creates opportunities for new leaders to emerge in a culturally complex environment that is thought to foster global leadership development. Eighteen I-House alumni and residents who were recognized for their leadership contributions were interviewed in-depth to determine whether and how their experiences at I-House contributed to developing their global leadership capacities and to offer insight into best practice leadership behaviors for an intensive multicultural environment. It was found that the global education culture at I-House created a nurturing environment where diverse perspectives were actively valued; I-House leaders perpetuated mechanisms of active inclusion and support, and global leadership practices that were developed in I-House continued into leaders‘ personal and professional lives.