Edda Sant

Justice and Global Citizenship Education

In this chapter, we examine justice and global citizenship. More precisely, we discuss how globalization can shed some light to discussions on universal justice and how different approaches to justice can inform more democratic approaches to global citizenship education. We examine three different discourse on justice: economic, recognition and democratic justice. For each discourse, we outline the conceptual underpinnings and we discuss the key implications for global citizenship education. We conclude by examining points of encounter that might help us to identify more justice-oriented practices for global citizenship and education.

Global Citizenship Education in Latin America

In this chapter, we examine how global citizenship is constructed in core education policies and Curricula in ten Latin American countries. Our results suggest that citizenship is constructed in very similar ways. Globalization, in contrast, is constructed through two competing depictions. In some countries, imperialism in the recent history of the continent is minimized or perceived as unproblematic. In others, the globe is described as being unequal in terms of economic, political and ideological power. We conclude by arguing for a global citizenship education framed by a geopolitical of knowledge in which competing understandings of global citizenship coexist.

Promoting Participation at a Time of Social and Political Turmoil: What Is the Impact of Children's and Young People's City Councils?.

Abstract Youth councils are examined as spaces of citizenship education where young people are educated as political subjects. At a time of political and economic instability data were collected in a Catalan city through tests and focus groups involving 112 students, three teachers and two youth council managers during one academic year. Students’ political trust decreased and their cynicism towards politics increased; there were no changes in students’ anticipated future participation. The article avoids drawing simplistic causal links between students’ involvement in a council and the expression of their views. The participants also discuss the councils as performance sites. It is speculated whether, in students’ views, this metaphor of performance applies not only to the councils but to the wider political context in which they live. It is argued that youth councils are, in some ways, potentially valuable for promoting participation and recommendations are made in light of the findings.

Education, democracy and development: does education contribute to democratisation in developing countries? By C. Harber and V. Mncube

bullied; second, the relationship between the teacher (or other school authority figure) and the bully (or bullies); and third, the relationship between the teacher and the victim. Each of these approaches implicitly sees these three sets of relationships differently. For example, in the disciplinary approach, a key feature of the approach is that the bully needs to accept that any further bullying will lead to a punishment by the authority figure. In contrast, in the mediation approach and the support group approach, what really matters is how the bully and victim come to negotiate a new relationship with each other. The shared concern approach is particularly interesting, in that it focuses on enabling the pupils involved (both as bully and as victim) to view their own behaviour differently. In the restorative justice approach, which nowadays seems to be widely advocated, the bully is led on a pathway to self-understanding and reform. The final section of the book seeks to guide a school’s choice of intervention, and also deals with some other interesting aspects of bullying, including cyber-bullying, and also how the choice of intervention chosen by the school can be influenced by the teachers’ predominant value-system. What is evident from Rigby’s consideration of these approaches is a fair-minded and impartial attempt to understand their underlying rationale, to understand their method of operation and to critique each approach in the light of relevant writings and research evidence. Rigby is also quick to make clear where inconsistencies and contradictions are apparent, and where the research base for evaluating interventions may be suspect. The literature on bullying in schools in vast, but for an accessible guide to bullying interventions Bullying Interventions in Schools offers an excellent well-informed overview.