Europe and North America Regional GCED Network

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Exploring Global Citizenship Education (GCED) Through Social Network Analysis (SNA) This section positions our research by articulating the definition of GCED used by our research team, contextualizing this in relation to the ranging definitions used across the sector. As there is significant conceptual ambiguity surrounding GCED, a significant body of research delineates the types of GCED, as summarized here. However, little research has yet been done to explore how GCED is constructed and moves across networks of actors, including governments, NGOs, researchers, and educational institutions, among others. To address this gap, we situate our study in relation to recent scholarship exploring networked policy development in other educational sectors, providing a rationale for our research, and leading into our research questions. Finally, we articulate how we bring social network analysis (SNA) to address these questions through offline and digital methods. Defining GCED A key component of the United Nations Sustainable Development Goal 4 Target 7, global citizenship education (GCED), remains a key educational agenda and is a site of ongoing attention by educators, policymakers, and researchers. Drawing on diverse methods and ideas behind other wellestablished educational concepts, including human rights education, peace education, education for sustainable development, and education for international/intercultural understanding (UNESCO, 2013, p. 3; see Monahagan and Spreen, 2017), GCED promotes diverse aims in education such as justice, peace, respect for diversity, and solidarity (UNESCO, 2017), accounting for responsibility to both human and non-human planetary relations. Following UNESCO (2014), we understand GCED to be "a framing paradigm which encapsulates how education can develop the knowledge, skills, values and attitudes learners need for securing a world which is more just, peaceful, tolerant, inclusive, secure and sustainable" (UNESCO, 2014, p. 9). Connecting local and global, GCED presents learners with an understanding of our planet as interdependent, interconnected, and relational. UNESCO's core definition of GCED encompasses cognitive, socio-emotional, and behavioral dimensions of learning, and it is claimed as "transformational." As cognitive, it supports 016ㆍ 017
knowledge development and critical analysis of issues across interlocking local, national, and global scales. The socio-emotional dimension fosters not only a sense of belonging to a global community but also student self-reflexive engagement with multiple and marginalized perspectives that support empathy, solidarity, and respect for difference. Behaviorally, GCED does not prescribe behaviors but instead promotes ethical action towards a more sustainable and peaceful world. By fostering critical thinking, dialogue, cooperation, selfreflection, and intercultural skills to connect across divides, GCED enables learners to thoughtfully consider complex issues and take informed and ethical action according to a sense of shared responsibility for the future. Mapping GCED Definitions Despite the prevalence of this central definition, GCED remains a contested concept according to various situated theories and practices and in relation to various ideological, geographical, and cultural differences. The contestation of GCED conceptions has resulted in the periodic creation of typologies that map current and emerging definitions and expressions (Andreotti, 2014; IBE- UNESCO/APCEIU, 2018, p. 35-36; Marshall, 2011; Oxley & Morris, 2013; Pashby et al., 2020; Shultz, 2007; Stein, 2015). We understand there to be three principal types of definition, though Pashby et al. (2020) have recently mapped the internal differences and interfaces between these, some of which we address briefly here. Neoliberal A neoliberal GCED orientation works to prepare learners for an increasingly globalized society. Through standardized or instrumentally competency-based approaches (Schattle, 2008), learners are prepared as individuals with the knowledge and competencies to compete in a global economy and employment market. While they recognize the relative consistency across this type, Pashby and colleagues (2020) emphasize that some neoliberal expressions of GCED interface with neo-conservativism by emphasising basic skills and a recentering of the nation as a site for peace, security, and global market competition. Liberal Liberal GCED orientations focus on individual development and universal rights and values within a global society. Liberal orientations thus tend to cohere around the principles of democracy (Gaudelli, 2009), universal human rights, and a moral framework based on a sense of common humanity (Andreotti, 2014; Stein, 2015). Familiar to many as "soft" global citizenship education, according to Andreotti's (2006) influential early typology, liberal expressions of GCED tend to be grounded in thinking from the Global North, which dictates a singular trajectory of "progress" or "development" according to western norms. Unsurprisingly, many liberal orientations thus tend to support international consensus-building and international policy as means to support cosmopolitan ideals, though a more critically minded liberal periphery decries the inadequacies of international bodies to address structural inequalities and their maintenance of the Westphalian nation-state as the Europe and North America Regional GCED Network
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Page 7 and 8: Executive Summary Global citizenshi
Page 9 and 10: characteristics. This network struc
Page 11 and 12: Introduction This report presents t
Page 13 and 14: About Studying Networks As mentione
Page 15: References Bourdieu, P. (1986). The
Page 19 and 20: from within the modern/colonial ima
Page 21 and 22: Monaghan, C., & Spreen, C. A. (2017
Page 23 and 24: informants are required to nominate
Page 25 and 26: Possible examples of typologies of
Page 27 and 28: We adopted a whole network design,
Page 29 and 30: The goals for the SNA are to define
Page 31 and 32: DEAR Multi-Stakeholder Group meetin
Page 33 and 34: We conducted four pilot interviews
Page 35 and 36: possible patterns of proximity. The
Page 37 and 38: McPherson, M., Smith-Lovin, L., & C
Page 39 and 40: Social Network Analysis Results In
Page 41 and 42: Chart 5 : Importance attributed to
Page 43 and 44: - Node position is determined by th
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Page 47 and 48: We also analyzed whether organizati
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Page 51 and 52: Table 16 shows that the vast majori
Page 53 and 54: Graph 5 : Technical/scientific info
Page 55 and 56: 3.2. Summary of main results In thi
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ease of reading and to identify pat
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Europe and North America Regional G
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Another set of interconnected organ
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5) Conclusion and Further Questions
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https://doi.org/10.1177/20563051156
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in this summary, we would like to h
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While some qualitative results emer
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Appendices Appendix A: List of Orga
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UNESCO Chair in Democracy, Global C
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Global Citizen 3610 @GlblCtzn Globa
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All organizations (as per list in A
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Appendix D: Question 14 Answers Ala
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Enabel; Engagement Global, GENE als
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CONTENTS 100 100 100 101 101 101 10
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2. How do the actors work individua
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Knoke, D. & Yang, S., (2008). Socia
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Name of organization Code (es 01EU,
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• Explain that the interview will
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advisable to skip the formal ethica
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Policy development & decision makin
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B: Sometimes one organization provi
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the study. Findings will be present
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9.3 Invitation letter Dear My name
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