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Global Citizenship: A Typology for Distinguishing its Multiple Conceptions

Oxley, L; Morris, P; (2013) Global Citizenship: A Typology for Distinguishing its Multiple Conceptions. British Journal of Educational Studies , 61 (3) pp. 301-325. 10.1080/00071005.2013.798393.

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Abstract

The promotion of 'Global Citizenship' (hereafter GC) has emerged as a goal of schooling in many countries, symbolising a shift away from national towards more global conceptions of citizenship. It currently incorporates a proliferation of approaches and terminologies, mirroring both the diverse conceptions of its nature and the socio-politico contexts within which it is appropriated. This paper seeks to clarify this ambiguity by identifying and mapping from the literature the diverse conceptions of GC. We construct a typology to map this diversity and identify two general forms of GC: cosmopolitan-based and advocacy-based. The former incorporates four distinct conceptions of GC, namely the political, moral, economic and cultural; the latter incorporates four other conceptions, namely the social, critical, environmental and spiritual. Subsequently, we briefly illustrate how the typology can be used to evaluate the critical features of a curriculum plan designed to promote GC in England. The typology provides a novel and powerful means to identify and distinguish the key features of the very diverse range of educational policies and programmes that promote GC.

Type: Article
Title: Global Citizenship: A Typology for Distinguishing its Multiple Conceptions
DOI: 10.1080/00071005.2013.798393
Publisher version: http://dx.doi.org/10.1080/00071005.2013.798393
Language: English
Keywords: global citizenship, cosmopolitanism
UCL classification: UCL > School of Education
UCL > School of Education > UCL Institute of Education
UCL > School of Education > UCL Institute of Education > IOE - Education, Practice & Society
URI: http://discovery.ucl.ac.uk/id/eprint/1488615
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