Call for papers 60

(January-June 2023)

Topic:  Promoting learning and capacities for active and critical global citizenship[1] 

Deadline for reception: June 30, 2022

 

Coordinators:

Flor Lizbeth Arellano Vaca
(ITESO, Mexico)

Enrique Correa-Molina,
(University of Sherbrooke, Canada)

María Teresa Yurén Camarena
(Autonomous University of the State of Morelos, Mexico)

 

Citizenship education always includes an implicit objective that guides students’ formation so that they can exercise their agency as citizens, by either reproducing or questioning the social system (Andreotti, 2014; Tawil, 2013). From an ethical perspective, citizenship education encompasses the social commitment to establish peaceful social interaction, pursue the common good, and work for social justice (Naval, García, Puig and Anxo, 2011).

In the face of the grave problems that humanity is confronting, it is essential to build a livable world for present and future generations. The aim is to educate for “global citizenship” (ONU, 2017), with actions that go beyond national borders and address problems that concern humanity in a diverse, interconnected world.

Global citizenship education seeks to form active, critical, and committed citizens who can contribute to the construction of a fair, diverse, and sustainable world. Education for active and critical global citizenship, aside from an emphasis on questioning the causes that reproduce unjust situations (Andreotti, 2014), focuses on citizen-based action in favor of the underprivileged, through processes of social emancipation.

Unesco (2015) defines the following goal for global citizenship education from here to 2030: forming students “to realize their rights and obligations, to promote a better future for all and assume active roles both locally and globally in facing and resolving global challenges” (p. 1).

The COVID-19 pandemic has shown that the socio-educational challenge of forming active, critical, and committed citizens has not been met successfully due to a variety of factors, including profound and growing social and economic inequality. In recent years it has become evident that this inequality means that not all students have access to education. The context of the current crisis has aggravated existing social disparities, so if we aim to form students to exercise active and critical citizenship in the pursuit of equal rights, justice, and international solidarity (Unesco, 2015), everyone must be ensured access to educational processes where global citizenship education is a key element. This should be a relevant objective at all educational levels.

Schools are involved in citizenship education, which ranges from the socialization of values and civic norms to young people’s and adults’ social commitment to work toward the full exercise of human rights and to resist or change the social system (Andreotti, 2014; Yurén, 2013). The formation of active, critical citizens implies a learning process that is both formal and informal, promoting interdependent empowerment for participation in activities and projects in which citizen action is exercised as a right and a possibility to influence social transformation (Arellano-Vaca, 2019).

It is relevant to ask whether such citizens are actually being formed? Many lines of questioning can be pursued with respect to the educational processes; some are indicated explicitly here: Is global citizenship education possible and desirable? What conditions would make it possible? What educational practices promote citizen formation? What formal and informal educational processes contribute to the formation of an active, critical global citizen? How can people be motivated to commit to activities that seek social transformation? What types of experiences succeed in developing the profile of active, critical global citizens among children and young people? What role do collectives and volunteer groups play, both inside and outside the classroom, in forming active, critical citizens? What role does the school play, at any educational level, in contributing to the formation of active, critical global citizenship? What school settings and pedagogical conditions encourage or discourage the formation of active, critical citizens? How can future teachers be prepared to form active, critical citizens? What role does the teacher or social actor take on in forming active, critical citizens? What is the students’ role in their own formation as active, critical citizens?

These and other questions are of interest to the journal Sinéctica, which in its 60th edition aims to compile research articles for the purpose of contributing to reflection and the generation of proposals for promoting education for active, critical global citizenship in both formal (at all educational levels) and informal settings, under the following headings:

  • Perspectives and models of education for active, critical global citizenship.
  • Formal and informal practices of education for active, critical, and committed global citizenship.
  • The participation of social actors and collectives in education for active, critical, and committed global citizenship.
  • School-community collaboration in the formation of active, critical global citizenship.
  • Pedagogical methods that promote the formation of active, critical global citizenship.
  • Evaluation of education for active, critical global citizenship.
  • Initial formation of teachers who can promote formation for active, critical, and committed global citizenship.
  • The role of the teacher or social actor in facilitating learning and capacities for the formation of active, critical global citizenship.
  • Learning and capacities for active, critical, and committed global citizenship.

Keywords: global citizenship education, learning, citizenship formation, capacities, active citizenship, and critical citizenship.

 

Bibliographical references

Andreotti, V. (2014). Soft versus critical global citizenship education. Policy and practice: A development education review, 3, 40-51.

Arellano-Vaca, F. (2019). Supervisión de practicantes universitarios para desarrollar su compromiso social desde la perspectiva de la ciudadanía. Doctoral thesis. University of Montreal, Quebec, Canada.

Naval, C., García, R., Puig, J. & Anxo, M. (2011). La formación ético-cívica y el compromiso social de los universitarios. Encounters on education, 12, 77-91.

Tawil, S. (2013). “Le concept de citoyenneté mondiale”: Un apport potentiel pour l’éducation multiculturelle? Revue internationale d’éducation de Sèvres, 63, 133-144.

United Nations Organization (2017). Ciudadanía mundial. Crónica ONU, LIV (4). https://www.un.org/es/issue/460

Unesco (2015). Función y responsabilidades de la Unesco en la realización de la educación para la ciudadanía mundial y la promoción de la educación para la paz y los derechos humanos y la educación para el desarrollo sostenible. France, 196/ex 32, 1-3.

Yurén, T. (2013). Ciudadanía y educación. Ideales, dilemas y posibilidades de la formación ético-política. Mexico: Juan Pablos Editor.

 

[1] Articles should be sent by way of this same website after the author has registered. Texts are received in Spanish, English and Portuguese. Only unpublished works will be accepted. All articles, without exception, will undergo blind review by outside specialists.