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Open Access Perception and positionality: Adult refugee and migrant students' understandings of the global citizen identity in British society

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In an increasingly globalized world there is continued debate within educational research about the existence and identity of the global citizen. This article contributes to this exploration by locating the debate within the further education (FE) and skills sector. It is based on the author's MA dissertation and examines the understandings of the global citizen identity as held by adult students from refugee and migrant backgrounds at a large FE college in London. It also investigates the extent to which these students perceive themselves as global citizens in British society. A qualitative study is used to explore these perspectives through student focus groups and the theme of positionality. This article argues that the global citizen identity is largely understood as an aspirational identity that is implicated with orientations of power and that there is an overall absence of a critical approach in relation to understandings of the global citizen identity. Increased criticality is therefore essential in enabling an exploration of this identity as necessarily multifaceted and complex.
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Keywords: GLOBAL CITIZEN; IDENTITY; MIGRANT; POSITIONALITY; REFUGEE

Document Type: Research Article

Publication date: 01 June 2018

More about this publication?
  • This internationally refereed journal publishes the outcomes of research and current debates on development education and related concepts such as global learning, global education, and global citizenship. The journal is an academic response to the increased public and educational interest in learning and understanding about the wider world. It offers greater understanding of the reasons for global inequality and how global issues such as poverty affect people's everyday lives. It critically explores international development issues so as to help people develop the practical skills and confidence to make positive changes, both locally and globally. Development education and related areas such as global learning have their roots primarily in the practice of non-governmental organisations. The journal brings to the international academic and research community the richness and importance of this neglected academic area. Its purpose is to help advance theoretical and empirical understanding of development education and global learning through a focus on research and reviewing policy and practice in the field.public and educational interest in learning and understanding about the wider world. It offers greater understanding of the reasons for global inequality and how global issues such as poverty affect people's everyday lives. It critically explores international development issues so as to help people develop the practical skills and confidence to make positive changes, both locally and globally.
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