This module considers the concept of global citizenship and the role education may take in supporting, developing and enhancing this concept. It may include contemporary topics such as:

The role of education in the promotion of participatory global citizenship and civic engagement;

Comparative education as an agent of change;

The role of political socialization within educational practices;

Education, environmental challenges and sustainable development.

Using an educational context, examine potential interventions or problem-solving approaches to contemporary global educational challenges to citizenship. This might relate to collaborative and inclusive approaches to developing elements of global citizenship, such as strengthening voice in local educational initiatives. Create a presentation that explains the context and rationale for the policy or initiative. Within the presentation you will need to:

Critically analyse a global educational policy or initiative that relates to a specific element of global citizenship LO 2).

Evaluate the application of the chosen initiative and how it addresses global citizenship within your chosen context (L0 3).

Explain within a professional discussion how the initiative relates to theories of global citizenship (LO 1)

Teaching and learning strategies on MA Education programmes are designed to develop personal, intellectual and professional skills. Students will encounter teaching and learning approaches that ensure the development of:¿

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Strategies of communicating clearly¿

Enhanced independent thinking¿

Understanding the societal, environmental and global potentials of education¿

Creative problem solving¿

Critical thinking¿



To support this skill development and to ensure that students develop subject knowledge and understanding, subject specific skills and focused transferable skills, a range of teaching and learning strategies will be employed so that critical engagement with aspects of education are developed. These might include:¿

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Individual participant learning activities¿

Group discussions¿

Participation in discussion forums¿

Group work¿

Peer review¿¿

Engagement with course and learning materials¿

Independent research¿

Enhancing technological skills¿

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There will also be the opportunity to receive developmental formative feedback focused on academic and professional development.¿



This module will help you to understand how global developments in education have impact education practice. You will therefore engage in a variety of activities to develop engagement with global education issues.



Activities may include:



Discussions challenging global education concepts

Evaluation of existing practices and how this can be disrupted through consideration of global education issues

Engagement with relevant global education conferences/webinars

Peer evaluation of current education resources used to promote aspects of global education

Opportunities to use technology enhanced learning to support resource development

Networking opportunities for career development

Opportunities for international study/placement

Demonstrate critical understanding of key issues of contemporary global educational development.

Knowledge and understanding


Critically analyse a global educational policy or initiative in relation to global citizenship

Analysis


Evaluate the application of an initiative addressing an element of global educational citizenship

Application

Akkari, A. and Maleq, K. (2020) Global Citizenship Education: Critical and International Perspectives. 1st edn. Cham: Springer Nature. Available at: https://doi.org/10.1007/978-3-030-44617-8.



Dobson, S., Svoen, B., Agrusti., G. and Hardy, P. (2024) Learning Inclusion in a Digital Age: Belonging and Finding a Voice with the Disadvantaged¿Singapore: Springer Nature. Available at: https://doi.org/10.1007/978-981-99-7196-1.



Kubow, P.K. et al. (2023) Contestations of Citizenship, Education, and Democracy in an Era of Global Change¿: Children and Youth in Diverse International Contexts. 1st edn. United Kingdom: ROUTLEDGE. Available at: https://doi.org/10.4324/9781003197881.



Mundy, K., Green, A., Lingard, B and Verger, A. (Eds.) (2016) The handbook of global education policy. 1st edn. Chichester, West Sussex: Wiley Blackwell. Available at: https://doi.org/10.1002/9781118468005.



Nathan, L., Mendonca, J. and Royas Ayala, G. (eds.) (2024) Designing Democratic Schools and Learning Environments: A Global Perspective¿Cham: Springer Nature. Available at: https://doi.org/10.1007/978-3-031-46297-9



Reynolds, R. (ed.) (2015) Contesting and constructing international perspectives in global education. 1st ed. 2015. Rotterdam, Netherlands: Sense Publishers. Available at: https://doi.org/10.1007/978-94-6209-989-0.

International organisations

https://www.oecd.org/pisa/

https://en.unesco.org/themes/education/sdgs/material/



Peer reviewed journals

Global Education journal

Policy and Practice



Unless otherwise stated, all books are available online through Staffordshire University library website and each module has an online reading list accessed through the VLE.¿

Study skills:¿¿There is extensive guidance on academic writing, research skills and working at Master’s level available at¿https://libguides.staffs.ac.uk/study-skills.

VLE Resources¿¿

The University VLE (Blackboard) will enable access to course materials, lecture notes, PowerPoint presentations and reading lists.¿ The VLE offers opportunities to engage in group work and independent learning¿by the use of¿such things as synchronous/asynchronous discussion boards, video links, blogs and wikis.¿¿

Teams

Teams may be used for one to one tutorial work and students will have access to Microsoft Office 365.

This module examines important educational and global contemporary challenges of the 21st century. It provides opportunities to examine aspects of social and environmental justice, sustainable development, global educational development and concepts within comparative educational approaches. It provides opportunities for the development of global responsible citizenship, understanding concepts linked to environmental inequality and activism. The development of voice and pedagogical responses and curriculum design are potential themes. This ensures that educational practitioners will be equipped and purposeful in their professional development to transform towards sustainable educational practice.