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Starting to dance : Tracing (post-) critical Global Citizenship Education

Sommer-Lilleenget, Anke, 2020
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Medienart Buch
Verfasser Sommer-Lilleenget, Anke Wikipedia
Systematik Internet - Internet
Schlagworte norway, sami <european people>, global citizenship, global citizenship education
Verlag Norwegian University of Science and Technology
Jahr 2020
Umfang 61 p.
Altersbeschränkung keine
Sprache deutsch
Verfasserangabe Anke Sommer-Lilleenget
Annotation Critical approaches to Global Citizenship Education (GCED) encourage learners to examine
economic and cultural roots of the inequalities in power and wealth distribution. Being
based on postcolonial theory, such approaches aim at unveiling how modernity influences
our way to understand the world, which is just one way of many. Still, other epistemologies
have often been denied access into the Academy. The inclusion of indigenous knowledges
is not just important with regard to justice, but also with regards to sustainability.
Postcritical approaches to GCED call for epistemological pluralism to explore other ways of
living and relating. This master thesis examines to what extent the renewal of curricula in
Norway promotes both critical and postcritical Global Citizenship Education by conducting
a content analysis of underlying documents and a case study at the teacher education
program at the Inland Norway University of Applied Sciences (INN). Findings suggest that
underlying attitudes in (post-)critical GCED and the education system in Norway are coextensive,
as both promote difference as sources for learning. Sámi knowledges, as the
local agents for indigenous knowledges, are included in the Norwegian education system,
though not mainstreamed. They are not linked to the newly established interdisciplinary
topic of sustainable development either. There is also potential to raise awareness for how
our history shaped the way we think in order to make transformative learning really
transformative.
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