A1 Journal article (refereed)
Examining how global citizenship education is prefigured in the Scottish Curriculum for Excellence (2022)
Anastasiadou, E., Moate, J., & Heikkinen, H. L. (2022). Examining how global citizenship education is prefigured in the Scottish Curriculum for Excellence. Globalisation, Societies and Education, 20(3), 388-400. https://doi.org/10.1080/14767724.2021.1904210
JYU authors or editors
Publication details
All authors or editors: Anastasiadou, Elisavet; Moate, Josephine; Heikkinen, Hannu L.T.
Journal or series: Globalisation, Societies and Education
ISSN: 1476-7724
eISSN: 1476-7732
Publication year: 2022
Publication date: 26/03/2021
Volume: 20
Issue number: 3
Pages range: 388-400
Publisher: Taylor & Francis
Publication country: United Kingdom
Publication language: English
DOI: https://doi.org/10.1080/14767724.2021.1904210
Publication open access: Openly available
Publication channel open access: Partially open access channel
Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/74877
Abstract
This study uses the Aristotelian notion of phronesis as a critical lens for examining how global citizenship education is prefigured in the Scottish Curriculum for Excellence. Based on a content analysis of key curriculum documentation, the findings outline the way in which techne and episteme with their associated ways of knowing and acting dominate the curriculum. Nevertheless, the hints of phronesis indicate the potential for developing a more critical form of global citizenship education that prefigures praxis that wisely pursues that which is good for humankind and individual flourishing. This article contributes to the notion of ‘planetary phronesis’ as a critical concept for the further development of global citizenship education.
Keywords: curricula; citizenship education; social justice
Free keywords: Scotland; global citizenship; phronesis; curriculum; social justice
Contributing organizations
Ministry reporting: Yes
Reporting Year: 2022
JUFO rating: 1
