后公民意识：全球公民教育的下一阶段。

Q1 Social Sciences Prospects Pub Date : 2022-01-04 DOI:10.1007/s11125-021-09594-2

Evan Saperstein

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引用次数: 0

摘要

随着全球化的发展，"全球公民意识 "的概念也在不断演变。将公民意识扩展到国家边界之外的驱动力催生了一门新兴学科，即全球公民教育（GCE）。本文探讨了从全球化到全球公民意识，再到全球大流行病（Covid-19）的连续过程--以及如何从这一日益发展的全球主义时代吸取经验教训，为大流行病后新形式的全球公民意识（被定义为 "大流行病后公民意识"）提供蓝本。第一部分记录了自 20 世纪下半叶以来的全球化进程。第二部分详细介绍了全球公民的基本特征。第三部分呼吁在 Covid-19 之后，建立一种新形式的全球公民意识，强调公共卫生、同理心和同情心、自我牺牲和合作精神，并将其作为全球教育的一部分，纳入与全球研究相关的中学课程。

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Post-pandemic citizenship: The next phase of global citizenship education.

As globalization has grown, the concept of "global citizenship" has also evolved. The drive to expand citizenship beyond national borders spurred a nascent discipline known as global citizenship education (GCE). This article examines the continuum from globalization, to global citizenship, to a global pandemic (Covid-19)-and how the lessons from this growing age of globalism can serve as a blueprint for a new form of global citizenship following the pandemic, defined as "post-pandemic citizenship". The first part chronicles the drive toward globalization since the second half of the 20th century. The second part details the defining traits of global citizenship. The third part calls for a new form of global citizenship that should become part of GCE and be included in global-studies-related secondary-school courses and curricula in the wake of Covid-19-a so-called post-pandemic citizenship education (PPCE)-that emphasizes public health, empathy and compassion, self-sacrifice, and cooperative spirit.

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来源期刊

Prospects Social Sciences-Education

CiteScore

13.10

自引率

0.00%

发文量

期刊介绍： Prospects provides comparative and international perspectives on key current issues in curriculum, learning, and assessment. The principal features of the journal are the innovative and critical insights it offers into the equitable provision of quality and relevant education for all; and the cross-disciplinary perspectives it engages, drawing on a range of domains that include culture, development, economics, ethics, gender, inclusion, politics, sociology, sustainability, and education. Prospects aims to influence a wide range of actors in the field of education and development, whether academics, policy-makers, curriculum-developers, assessors, teachers or students. Unlike other journals in the field, which deal only with theoretical or research-related aspects, Prospects also focuses on policy implementation and aims at improving the extent and effectiveness of communication between theorists and researchers, on one side, and policy makers and practitioners, on the other. The journal thus welcomes innovative empirical research, case studies of policy and practice, conceptual analyses and policy evaluations, as well as critical analyses of published research and existing policy. Founded in 1970 and published in English by Springer, Prospects is among the most well-established journals in the field. Editions in Arabic and Mandarin Chinese are available as well. The journal is edited by the International Bureau of Education (IBE), in Geneva. A leading UNESCO Institute and a global center of excellence in curriculum and related matters, the IBE is recognized and valued for the specialist knowledge and expertise that it brings to Member States, promoting new shared global understanding of curriculum, teaching, learning, and assessment.