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Open Access Universal values as a barrier to the effectiveness of global citizenship education: A multimodal critical discourse analysis

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The United Nations Educational, Scientific and Cultural Organization's (UNESCO) approach to global citizenship education (GCE) includes a set of values termed 'universal values'. These social ideals include peace, justice and sustainability, and are normatively considered a common good. A multimodal critical discourse analysis of universal values within key UNESCO texts reveals that rather than moving societies towards genuine mutual human well-being, a central theme of GCE, universal values are counterproductive to the achievement of GCE. To enable GCE to achieve its aims, UNESCO needs to incorporate a diverse concept of values that allows for motivations and actions towards global citizenship more relevant to local contexts.
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Keywords: GLOBAL CITIZENSHIP EDUCATION; MULTIMODAL CRITICAL DISCOURSE ANALYSIS; SUSTAINABLE DEVELOPMENT GOALS; UNESCO; UNIVERSAL VALUES; WORLD VALUES SURVEY

Document Type: Miscellaneous

Publication date: June 1, 2019

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  • 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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