Abstract
Drawing upon a five-year critical reflexive autoethnographic study, this article proposes that student comprehension of critical global citizenship education (GCE) perspectives in teacher education hinges heavily on the disciplinary frameworks of the courses in which critical GCE is integrated. Courses that use pedagogies of international education and place-based education often apply experiential epistemologies of the Body; teaching through the Socratic method and using critical pedagogies are frequently based on cognitive epistemologies of the Mind, and courses that draw upon methods of developmentally appropriate practice and culturally responsive pedagogy commonly rely upon relational epistemologies of the Soul. Applied separately, these epistemological foundations may produce imbalanced perspectives on critical GCE; thus, the article describes how teacher education might holistically incorporate critical GCE to learn such complex concepts through Body, Mind, and Soul.
Similar content being viewed by others
References
Alexie, S. (2011). Why the best kids’ books are written in blood. Wall Street Journal. https://www.wsj.com/articles/BL-SEB-65604.
Andreotti, V. (2006). Soft versus critical global citizenship education. Development Education Review, 3, https://doi.org/10.1057/9781137324665_2.
Baker, C., Davis, D., & Dolgon, C. (2014). Toward a participatory imagination: Lessons on engagement from popular education and participatory action research Ashgate. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2566051/.
Bergen, J. K., Cook, S. A., & McLean, L. (2020). Critical global citizenship education in Canada, England, and the United States: Interrogating (in)justice and self-reflexivity in teacher education programs. In D. Schugurensky & C. Wolhuter (Eds.), Global citizenship education in teacher education: Theoretical and practical issues (pp. 40–55). Routledge.
Blakemore, C. L. (2003). Movement is essential to learning. Journal of Physical Education Recreation & Dance, 74(9), 22–25. https://doi.org/10.1080/07303084.2003.10608514.
Blanco, G. L. (2021). Global citizenship education as a pedagogy of dwelling: Re-tracing (mis)steps in practice during challenging times. Globalisation Societies and Education, 19(4), 432–442. https://doi.org/10.1080/14767724.2021.1899800.
Bosio, E., & Torres, C. A. (2019). Global citizenship education: An educational theory of the common good? A conversation with Carlos Alberto Torres. Policy Futures in Education, 17(6), 745–760. https://doi.org/10.1177/1478210319825517.
Carr, P. R., Pluim, G., & Howard, L. (2014). Linking global citizenship education and education for democracy through social justice: What can we learn from the perspectives of teacher-education candidates. Journal of Global Citizenship & Equity Education, 4(1). https://www.semanticscholar.org/paper/Linking-Global-Citizenship-Education-and-Education-Carr-Pluim/a412c4330e73dff3a99ee8f08cda2b1cf4385e38.
Connell, R. (2007). The northern theory of globalization. Sociological Theory, 25(4), 368–385. https://doi.org/10.1111/j.1467-9558.2007.00314.x.
Davies, I., Ho, L. C., Kiwan, D., Peck, C. L., Peterson, A., Sant, E., & Waghid, Y. (Eds.). (2018). The Palgrave handbook of global citizenship and education. Palgrave Macmillan UK.
De Giorgio, A., Kuvačić, G., Milić, M., & Padulo, J. (2018). The brain and movement: How physical activity affects the brain. Montenegrin Journal of Sports Science and Medicine, 7(2), 63–68. https://doi.org/10.26773/mjssm.180910.
Dolby, N., & Rahman, A. (2008). Research in international education. Review of Educational Research, 78(3), 676–726. https://doi.org/10.3102/0034654308320291.
Dominici, P. (2022). The weak link of democracy and the challenges of educating toward global citizenship. Prospects. https://doi.org/10.1007/s11125-022-09607-8.
Duncan, M. (2004). Autoethnography: Critical appreciation of an emerging art. International Journal of Qualitative Methods, 3(4), 28–39. https://doi.org/10.1177/160940690400300403.
Ellis, C. (1999). Heartful autoethnography. Qualitative Health Research, 9(5), 669–683. https://doi.org/10.1177/104973299129122153.
Ellis, D. (2023). Books can help us remember what we have in common. http://deborahellis.com.
Estellés, M., & Fischman, G. E. (2021). Who needs global citizenship education? A review of the literature on teacher education. Journal of Teacher Education, 72(2), 223–236. https://doi.org/10.1177/0022487120920254.
Freire, P., & Macedo, D. (2005). Literacy: Reading the word and the world. Routledge.
Gaudelli, W. (2016). Global citizenship education: Everyday transcendence. Routledge.
Goren, H., & Yemini, M. (2017). Global citizenship education redefined: A systematic review of empirical studies on global citizenship education. International Journal of Educational Research, 82, 170–183. https://doi.org/10.1016/j.ijer.2017.02.004.
Greenwood, D. A. (2019). Place, land, and the decolonization of the settler soul. Journal of Environmental Education, 50(4–6), 358–377. https://doi.org/10.1080/00958964.2019.1687412.
Guo, L. (2014). Preparing teachers to educate for 21st century global citizenship: Envisioning and enacting. Journal of Global Citizenship & Equity Education, 4(1).
Hamilton, M. L., Smith, L., & Worthington, K. (2008). Fitting the methodology with the research: An exploration of narrative, self-study and auto-ethnography. Studying Teacher Education, 4(1), 17–28. https://doi.org/10.1080/17425960801976321.
Hébert, Y., & Abdi, A. A. (Eds.). (2013). Critical perspectives on international education. Critical perspectives on international education (pp. 1–41). Sense Publishers.
Holt, N. L. (2003). Representation, legitimation, and autoethnography: An autoethnographic writing story. International Journal of Qualitative Methods, 2(1), 18–28. https://doi.org/10.1177/160940690300200102.
Ingram, L., Faris, S. B., Pluim, G. W. J., & Robinson, R. (2023). Decolonizing global citizenship in teacher education: A pilot study of a critical, collaborative experience between Canadian and Ethiopian students. Canadian Society for Studies in Education Annual Conference, Toronto, Canada. https://app.core-apps.com/csse-scee2023/event/0cde275c7ec5401f6737590008107b11.
Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.
Huish, R., & Tiessen, R. (Eds.). (2018). Globetrotting or global citizenship? Perils and potential of international experiential learning. University of Toronto Press.
Jorgenson, S., & Shultz, L. (2012). Global citizenship education (GCE) in post-secondary institutions: What is protected and what is hidden under the umbrella of GCE. Journal of Global Citizenship & Equity Education, 2(1), 1–22.
Killick, D. (2012). Seeing-ourselves-in-the-world: Develo** global citizenship through international mobility and campus community. Journal of Studies in International Education, 16(4), 372–389. https://doi.org/10.1177/1028315311431893.
Ladson-Billings, G. (2023). Yes, but how do we do it? Practicing culturally relevant pedagogy. In J. Landsman & C. W. Lewis (Eds.), White teachers/diverse classrooms (pp. 33–46). Routledge.
Lapayese, Y. V., Scott, D., & Lawson, H. (2003). Toward a critical global citizenship education. Book review: Citizenship and the challenge of global education, by A. Osler & K. Vincent; Citizenship education and the curriculum, by Scott, D., & Lawson, H., and Learning democracy and citizenship: International experiences, by M. Schweisfurth, L. Davies, & C. Harbor. Comparative Education Review, 47(4), 493–501. https://doi.org/10.1086/379495.
Leduc, R. (2013). Global citizenship instruction through active participation: What is being learned about global citizenship? Educational Forum, 77(4), 394–406. https://doi.org/10.1080/00131725.2013.822038.
Pluim, G., & Jorgenson, S. R. (2012). A reflection on the broader, systemic impacts of youth volunteer abroad programmes: A Canadian perspective. Intercultural Education, 23(1), 25–38. https://doi.org/10.1080/14675986.2012.664751.
Pluim, G., MacDonald, A., & Niyozov, S. (2014). Bend without breaking: A study on teacher candidates’ practice of critical reflexivity as learners and teachers of global education. In M. Gambhir, M. Evans, & K. Broad (Eds.), Inquiry into practice: Teaching global matters in local classrooms (pp. 115–120). Ontario Institute for Studies in Education of the University of Toronto Press.
Pluim, G., Nazir, J., & Wallace, J. (2020). Curriculum integration and the semicentennial of Basil Bernstein’s classification and framing of educational knowledge. Canadian Journal of Science Mathematics and Technology Education, 20(4), https://doi.org/10.1007/s42330-021-00135-9.
Pluim, G., & Stewart, S. (2021). Toward a Caribbean perspective of global citizenship education: A comparative analysis of education students’ reflexive perspectives of global citizenship. In E. Blair & K. Williams (Eds.), A handbook on Caribbean education (pp. 489–509). Information Age Publishing.
Ramirez, G. B. (2013). Learning abroad or just going abroad? International education in opposite sides of the border. Qualitative Report, 18(31), https://doi.org/10.46743/2160-3715/2013.1484.
Rapoport, A. (2010). We cannot teach what we don’t know: Indiana teachers talk about global citizenship education. Education Citizenship and Social Justice, 5(3), 179–190. https://doi.org/10.1177/1746197910382256.
Savva, M. (2013). International schools as gateways to the intercultural development of North American teachers. Journal of Research in International Education, 12(3), 214–227. https://doi.org/10.1177/1475240913512589.
Schofield, D. (2014). Reflexivity and global citizenship in high school students’ mediagraphies. In S. H. Culver & P. Kerr (Eds.), Global citizenship in a digital world (pp. 69–80). International Clearinghouse on Children, Youth and Media; Nordicom.
Schoorman, D., Leichtman, A., & Shah, R. (2019). Teaching critical global consciousness among undergraduates: Opportunities, challenges, and insights. Multicultural Education Review, 11(3), 234–251. https://doi.org/10.1080/2005615X.2019.1644039.
Shulman, L. S. (2005). Signature pedagogies in the professions. Daedalus, 134(3), 52–59. https://doi.org/10.1162/0011526054622015.
Sobel, D. (2014). Place-based education: Connecting classrooms and communities. Closing the achievement gap. The SEER Report NAMTA Journal, 39(1), 61–78.
Tarrant, M. A. (2010). A conceptual framework for exploring the role of studies abroad in nurturing global citizenship. Journal of Studies in International Education, 14(5), 433–451. https://doi.org/10.1177/1028315309348737.
Thomson, P., & Gunter, H. (2011). Inside, outside, upside down: The fluidity of academic researcher identity in working with/in school. International Journal of Research & Method in Education, 34(1), 17–30. https://doi.org/10.1080/1743727X.2011.552309.
Tichnor-Wagner, A., Parkhouse, H., Glazier, J., & Cain, J. M. (2016). Expanding approaches to teaching for diversity and social justice in K–12 education: Fostering global citizenship across the content areas. Education Policy Analysis Archives, 24, 59. https://doi.org/10.14507/epaa.24.2138.
Tiessen, R. (2018). Learning and volunteering abroad for development: Unpacking host organization and volunteer rationales. Routledge, Taylor & Francis Group.
Torres, C. A. (2017). Theoretical and empirical foundations of critical global citizenship education. Routledge.
Wang, C., & Hoffman, D. M. (2016). Are WE the world? A critical reflection on selfhood in US global citizenship education. Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas, 24, 1–22. https://doi.org/10.14507/epaa.24.2152.
West, A., & Nikolai, R. (2013). Welfare regimes and education regimes: Equality of opportunity and expenditure in the EU (and US). Journal of Social Policy, 42(3), 469–493. https://doi.org/10.1017/S0047279412001043.
Yemini, M., Tibbitts, F., & Goren, H. (2018). Trends and caveats: Review of literature on global citizenship education in teacher training. Teaching and Teacher Education, 77(1), 77–89. https://doi.org/10.1016/j.tate.2018.09.014.
Author information
Authors and Affiliations
Corresponding author
Additional information
Publisher’s Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
About this article
Cite this article
Pluim, G.W.J. Epistemological dimensions of integrating critical global citizenship in teacher education: A case for a holistic approach to GCE through the Body, Mind, and Soul. Prospects (2024). https://doi.org/10.1007/s11125-023-09672-7
Accepted:
Published:
DOI: https://doi.org/10.1007/s11125-023-09672-7