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The Institutionalization of Global Citizenship Education as a Global Policy Agenda (Journal of Education for International Understanding; Vol. 15, No. 2)
出版地 | 出版年份 | 页数: 
Seoul | 2020 | p. 47-95
ISBN/ISSN: 
ISSN 2005-3665
作者: 
Jong-Hun Kim
联合作者: 
Korean Society of Education for International Understanding
地区: 
亚太地区
© Jong-Hun Kim 2020

The purpose of this study was to examine the driving forces that affect the global diffusion and institutionalization of Global Citizenship Education (GCED), which is rapidly emerging as an important global education agenda. In order to achieve the objective of this study, driving forces affecting the diffusion and institutionalization of GCED were categorized into three perspectives, namely, sociocultural perspective, international economic perspective and institutional perspective. The data were analyzed using multiple regression analysis. The main findings of this study are as follows. First, the degree of sociocultural diversity that represents sociocultural perspective did not have a statistically significant effect on education policies, curriculum and teacher education on GCED in each country. Second, the degree of dependence on international economic relations, which shows international economic perspective, had a positive statistically significant effect on the curriculum of GCED in countries around the world but it did not have a statistically significant effect on education policy and teacher education of GCED. Third, the degree of linkage to the global civil society that represents institutional perspective has a positive statistically significant effect on the GCED education policies, curricula and teacher education of different countries around the world. The results of this study show that institutional perspectives are more persuasive drivers of the spread and institutionalization of GCED in individual countries than from sociocultural perspective and international economic perspective. The result of this study shows that the adoption of policies for GCED is an institutional embodiment reflecting education norms and values at the global level embedded in an institutional environment of the world society rather than instrumental means that meet immediate and concrete socioeconomic needs and demands of individual countries. This study is of significance in that it has identified the driving forces for the diffusion and institutionalization of GCED through empirical analysis.

 

资源类型: 
研究论文 / 学术期刊文章
主题: 
公民身份/民主意识
多样性 / 文化素养 / 包容性的
全球化与社会公正 / 国际理解
可持续发展 / 可持续性
教育水平 : 
小学
初中
非正规教育
其他