Europe and North America Regional GCED Network

More documents

Recommendations

Info

Conclusion To address these research questions, we utilize social network analysis based on structured interviews with key representatives of each organization and digital data. The next chapter details our methodological choices and the precise research process. References Andreotti, V. (2014). Critical and transnational literacies in international development and global citizenship education. Sisyphus-Journal of Education, 2(3), 32–50. Andreotti, V. (2006). Soft versus critical global citizenship education. Policy and Practice: A Development Education Review, 3, 40–45. https://www. developmenteducationreview.com/issue/issue-3/soft-versus-critical-globalcitizenship-education Andreotti, V., & de Souza, L. M. (2008). Translating theory into practice and walking minefields: Lessons from the project 'Through Other Eyes'. International Journal of Development Education and Global Learning. Gaudelli, W. (2009). Heuristics of global citizenship discourses towards curriculum enhancement. Journal of Curriculum Theorizing, 25(1), 68-85. IBE-UNESCO/APCEIU. (2018). Training Tools for Curriculum Development: A Resource Pack for Global Citizenship Education (GCED). IBE-UNESCO. Kolleck, N. (2016). Uncovering influence through Social Network Analysis: The role of schools in Education for Sustainable Development. Journal of Education Policy, 31(3), 308–329. Kolleck, N., & Yemini, M. (2020). Environment-related education topics within global citizenship education scholarship focused on teachers: A natural language processing analysis. The Journal of Environmental Education, 51(4), 317–331. Kolleck, N., Well, M., Sperzel, S., & Jörgens, H. (2017). The Power of Social Networks: How the UNFCCC Secretariat Creates Momentum for Climate Education. Global Environmental Politics, 17(4), 106–126. Lapayese, Y. V. (2003). Toward a critical global citizenship education. Comparative Education Review, 47(4), 493-501. Marshall, H. (2011). Instrumentalism, ideals and imaginaries: Theorising the contested space of global citizenship education in schools. Globalisation, Societies and Education, 9(3-4), 411-426. doi:10.1080/14767724.2011.605325. 020ㆍ021
Monaghan, C., & Spreen, C. A. (2017). From human rights to global citizenship education: Movement, migration, conflict and capitalism in the classroom. In Globalisation, Human Rights Education and Reforms (pp. 35-53). Springer Oxley, L., & Morris, P. (2013). Global citizenship: A typology for distinguishing its multiple conceptions. British Journal of Educational Studies, 61(3), 301-325. Pashby, K. (2009). The Stephen Lewis Foundation's Grandmothers-to- Grandmothers Campaign: A model for critical global citizenship learning. Critical Literacy : Theories and Practices, 3(1), 59-70. Pashby, K., Costa, M. da, Stein, S., & Andreotti, V. (2020). A meta-review of typologies of global citizenship education. Comparative Education, 56(2), 144–164. Schattle, H. (2008). Education for global citizenship: Illustrations of ideological pluralism and adaptation. Journal of Political Ideologies, 13(1), 73-94. Schuster, J., Jörgens, H., & Kolleck, N. (2021). The rise of global policy networks in education: Analyzing Twitter debates on inclusive education using social network analysis. Journal of Education Policy, 36(2), 211–231. Shultz, L. (2007). Educating for global citizenship: Conflicting agendas and understandings. Alberta Journal of Educational Research, 53(3). de Sousa Santos, B. (2007). Beyond abyssal thinking: From global lines to ecologies of knowledges. Review (Fernand Braudel Centre), 45-89. Stein, S. (2015). Mapping global citizenship. Journal of College and Character, 16(4), 242-252. Tarozzi, M. and Torres, C. A. (2016). Global Citizenship Education and the Crises of Multiculturalism. Bloomsbury. Tarozzi, M. (2021). Educating for global Citizenship in diverse and unequal Societies. In Conversations on Global Citizenship Education (pp. 89–102). Routledge. UNESCO. (2017). The ABCs of Global Citizenship Education. UNESCO. UNESCO. (2013). Outcome Document of the Technical Consultation on Global Citizenship Education: Global Citizenship Education: An Emerging Perspective. UNESCO. Europe and North America Regional GCED Network
Page 1 and 2: Europe and North America Regional G
Page 5 and 6: 039 039 042 047 055 062 062 064 064
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 and 16: References Bourdieu, P. (1986). The
Page 17 and 18: knowledge development and critical
Page 19: from within the modern/colonial ima
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
Page 45 and 46: Chart 7 shows the distribution of i
Page 47 and 48: We also analyzed whether organizati
Page 49 and 50: interaction. Table 13 illustrates t
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
Page 57 and 58: 4.1.2 Organization-keyword network
Page 61 and 62: International Policy Pink No Easy A
Page 63 and 64: egression analysis of dyadic data.
Page 65 and 66: 2.1. Methods and data set To unders
Page 67 and 68: ease of reading and to identify pat
Page 71 and 72:
Europe and North America Regional G
Page 73 and 74:
Another set of interconnected organ
Page 75 and 76:
5) Conclusion and Further Questions
Page 77 and 78:
https://doi.org/10.1177/20563051156
Page 79 and 80:
in this summary, we would like to h
Page 81 and 82:
While some qualitative results emer
Page 83 and 84:
Appendices Appendix A: List of Orga
Page 85 and 86:
UNESCO Chair in Democracy, Global C
Page 87 and 88:
Global Citizen 3610 @GlblCtzn Globa
Page 89 and 90:
Page 91 and 92:
Page 93 and 94:
All organizations (as per list in A
Page 95 and 96:
Appendix D: Question 14 Answers Ala
Page 97 and 98:
Enabel; Engagement Global, GENE als
Page 99 and 100:
CONTENTS 100 100 100 101 101 101 10
Page 101 and 102:
2. How do the actors work individua
Page 103 and 104:
Knoke, D. & Yang, S., (2008). Socia
Page 105 and 106:
Name of organization Code (es 01EU,
Page 107 and 108:
• Explain that the interview will
Page 109 and 110:
advisable to skip the formal ethica
Page 111 and 112:
Policy development & decision makin
Page 113 and 114:
B: Sometimes one organization provi
Page 115 and 116:
the study. Findings will be present
Page 117 and 118:
9.3 Invitation letter Dear My name
Page 119:
show all

Europe and North America Regional GCED Network

Create successful ePaper yourself

Delete template?

Save as template?