Global Social/Climate Justice, Education & Academia 1600-SZD-ID-GS
According to UNESCO, the main aim of global citizenship education is to “support learners to revisit assumptions, world views and power relations in mainstream discourses and consider people/groups that are systematically underrepresented/marginalized” (UNESCO 2014). It is about opening learners up to critically reflect on their own worldviews and how they relate to others and the wider world. Therefore, during the course, PhD students will explore not only current research and theoretical perspectives that underpin the field of global citizenship education but also their own perspectives and their place in the world (and how they are interconnected with others). PhD Students will have the possibility to understand the role of education in preparing learners for living and working in a world of increasingly complex global challenges. The course will focus on the global social/climate justice perspective and transformational educational approaches that tackle the pressing global challenges. It will also utilise the perspectives of postcolonial theory in education. An important part of the course will be a reflection on the role of academia and academics in taking responsible action. In terms of attitudes, the aim of the course is to enhance the sense of global justice, responsibility and citizenship in a global world and a commitment to social change and building a sustainable world.
Course coordinators
Learning outcomes
Knowledge | The graduate knows and understands:
WG_02 - the main development trends in the disciplines of the social sciences in which the education is provided
Skills | The graduate is able to:
UW_01 – make use of knowledge from various fields of science, in particular the social sciences in order to creatively identify, formulate and innovatively solve complex problems or perform tasks of a research nature, and in particular to: define the purpose and object of scientific research in the field of the social sciences, formulate a research hypothesis; develop research methods, techniques and tools and apply them creatively; make inferences based on scientific findings
UK_04 - participating in scientific discourse in the field of the social sciences
Social competences | The graduate is ready to
KK_01 - critically evaluating achievements within a given scientific discipline in the field of the social sciences
And others: After completion of the course, students will: be familiar with the trends in the development of global education/global citizenship education, with a particular focus on critical and postcolonial approachesbe able to utilise knowledge from various disciplines (including the various theoretical concepts discussed in class) to formulate and propose solutions to complex problems,be able to participate in scientific discussions with a critical attitude,be ready to critically appraise the scientific achievements of the disciplines concerned in the context of the issues addressed.
Assessment criteria
Description of requirements related to participation in classes, including the
permitted number of explained absences: 2 explained absences are permitted
Principles for passing the classes and the subject (including resit session): pass/fail
Methods for the verification of learning outcomes: attendance & active participation in classes; 1 short written assignment (response paper; discussion-type or argumentative essay; critical analysis of the resource/innovation/project)
Evaluation criteria: Relevance of the essay to the topic, coherence and logic of the argument, structure of the essay, linguistic correctness, formal criteria, use of subject literature
Practical placement
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Bibliography
1.) V. Andreotti. (2012). Editor's preface 'HEADS UP'. Critical Literacy: Theories and Practices 6:1.
2.) V. Andreotti. (2011). Actionable postcolonial theory in education. New York: Palgrave Macmillan.
3.) V. de Oliveira Andreotti, L. M. de Souza. (2011). Postcolonial Perspectives on Global Citizenship Education. New York: Routledge.
4.) D. Bourn. (2022). Education for Social Change: Perspectives on Global Learning. London: Bloomsbury.
5.) D. Bourn. (2018). The Bloomsbury Handbook of Global Education and Learning. London: Bloomsbury.
6.) I. Davies, E. Sant, L. Shultz, K. Pashby. (2018). Global Citizenship Education: A Critical Introduction to Key Concepts and Debates. London: Bloomsbury.
7.) Ch. McEwan. (2018). Postcolonialism, Decoloniality and Development. London: Routledge.
8.) UNESCO. (2014). Global citizenship education: preparing learners for the challenges of the 21st century. https://unesdoc.unesco.org/ark:/48223/pf0000227729entury - UNESCO Digital Library.
9.) K. Jasikowska, M. Pałasz (red.). (2022). Za pięć dwunasta koniec świata. Kryzys klimatyczno-ekologiczny głosem wielu nauk. Kraków: Uniwersytet Jagielloński, Biblioteka Jagiellońska. www.za512.uj.edu.pl
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: