Call for Papers: Education for Global Citizenship: Democratic Visions and Future Directions
Call for Papers
Education for Global Citizenship:
Democratic Visions and Future Directions
Special Topic: Education for Global Citizenship: Democratic Visions and Future Directions
Education for global citizenship is a major concern in today’s schools. Educational practices and policies worldwide have begun to address the need for new learning goals and teaching practices in schools that respond to the conditions of globalization (e.g., Stromquist & Monkman, 2014; Suárez-Orozco & Sattin, 2007). While schools remain stuck in a model that reduces citizenship to a set of easily taught competencies, the “Cartesian citizen” model (Fischman & Haas, 2012, p. 173), this special issue aims to take seriously the new categories and “ways of being a citizen” (Myers, McBride, & Anderson, in press, p. 2) that contradict the traditional national civic narrative.
Central to these efforts is the preparation of youth for citizenship in a globalizing world as they are increasingly taking on multiple civic affiliations, beliefs, and action that extend beyond national borders (Myers & Zaman, 2009; Noddings, 2005; Partnership for 21st Century Skills, 2014; Unesco, 2014). Yet, as Abowitz and Harnish (2006) demonstrated, transnational and critical frameworks for citizenship education have rarely challenged the dominant national narrative.
The field of education for global citizenship has reached a critical point in its development and needs a clearer vision about the field’s contribution and limits that are grounded in classroom realities. Presently, there are a broad range of definitions, goals, and practices for educating for global citizenship, driven by diverse and sometimes contradicting ideologies. The contributors to this special issue will advance a democratic vision that seeks to provide a roadmap forward for educators and researchers. To this end, the articles will illustrate diverse theoretical and practical aspects of education for global citizenship that are applied to current studies and/or examples from the authors’ professional experience. The following two questions will guide this inquiry:
1) What do diverse disciplinary and interdisciplinary perspectives contribute to our understanding of global citizenship education in schools?
2) What kinds of policies and practices should a democratic vision for education for global citizenship advocate to have a meaningful impact in classrooms now and in the future?
The goal is for the articles to collectively provide a vision for global citizenship education that responds to the fluid and diverse values, identities, and sense of membership that youth now experience in the globalizing and interconnected world.
About the Journal: Celebrating its 23th year, EPAA is a peer-reviewed, open-access, international, multilingual, and multidisciplinary journal designed for researchers, practitioners, policy makers, and development analysts concerned with education policies. EPAA/AAPE accepts unpublished original manuscripts in English, Spanish and Portuguese without restriction as to conceptual and methodological perspectives, time or place.
Submission Information: All manuscripts should be submitted electronically through the EPAA website and follow the Journal’s submission guidelines: http://epaa.asu.edu/ojs/. We will not consider manuscripts submitted for publication or published elsewhere.
Deadline: June 1, 2015
Publication date: November 2015
Early submissions are encouraged.
Guest Editor: Dr. John P. Myers, Florida State University, firstname.lastname@example.org
Abowitz, K. K., & Harnish, J. (2006). Contemporary discourses of citizenship. Review of Educational Research, 76(4), 653-690.
Fischman, G. E., & Haas, E. (2012). Chapter 8. Beyond idealized citizenship education: Embodied cognition, metaphors, and democracy. Review of Research in Education, 36(1), 169-196.
Myers, J. P., McBride, C., & Anderson, M. (in press). Beyond knowledge and skills: Discursive construction of civic identity in the world history classroom. Curriculum Inquiry.
Myers, J. P., & Zaman, H. A. (2009). Negotiating the global and national: Immigrant and dominant culture adolescents’ vocabularies of citizenship in a transnational world. Teachers College Record, 111(11), 2589-2625.
Noddings, N. (Ed.). (2005). Educating citizens for global awareness. New York: Teachers College Press.
Partnership for 21st Century Skills (2014). Reimagining citizenship for the 21st century: A call to action for policymakers and educators. Washington DC: Partnership for 21st Century Skills.
Stromquist, N. P., & Monkman, K. (Eds.). (2014). Globalization and education: Integration and contestation across cultures. Lanham, MD: Rowman & Littlefield.
Suárez-Orozco, M. M., & Sattin, C. (Eds.). (2007). Learning in the global era: International perspectives on globalization and education. Berkeley, CA: University of California Press.
Unesco (2014). Global citizenship education: Preparing learners for the challenges of the twenty-first century. Paris: UNESCO.