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Critical Conversations: Dialogue in Global Citizenship Education

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Global Citizenship Education is problematic. Dealing with issues of rights, responsibilities, identity and participation in a classroom is challenging for tutors, and this is one of the main reasons that this educational paradigm is not engaged with as much as it could be. In Education for Sustainable Development and Global Citizenship (ESDGC or ESD), classroom discussion becomes tense and unsettling as emotions arise and beliefs are challenged. The issues are political and ethical. What is an appropriate pedagogy? One that is inclusive, plural and flexible? It is suggested that dialogue and discussion, as advocated by radical adult educators, should be at the heart of integrating ESDGC/ESD into teaching and learning. An educational practice that supports classroom participants to speak and listen, with not just their rational and critical faculties but with their whole being, might be what is required. Critical conversations, be they face-to-face or online, take place in safe, democratic learning environments, where multiple perspectives can be introduced and all voices heard, where participants learn to be attentive and critical as they listen to others and clarify and express their own thoughts.
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Keywords: ADULTS; DIALOGUE; DISCUSSION; GLOBAL CITIZENSHIP; PEDAGOGY

Document Type: Research Article

Publication date: 01 April 2015

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  • The journal is based on the belief that there are neglected links between research and theory, and policy and practice in the promotion of widening participation in post-compulsory education and lifelong learning. It aims to provide a forum for the development of theory, the addressing of policy questions and the dissemination of innovative practice in the field of widening participation and lifelong learning.
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