Revisión Sistemática sobre Educación para una Ciudadanía Global Transformadora
Palavras-chave:
Revisión sistemática, Educación para una ciudadanía global, Educación transformadora, Escuela, Declaración prisma
Este trabalho encontra-se publicado com a Licença Internacional Creative Commons Atribuição-NãoComercial-SemDerivações 4.0.
Resumo
La Educación para una Ciudadanía Global (ECG) se ha convertido en una finalidad educativa a nivel mundial según directrices de la UNESCO, pero esto no necesariamente significa que se haya abordado desde una perspectiva transformadora. Este estudio pretende identificar aquellos discursos académicos que entre 2016 y 2022 hacen una aportación significativa a la construcción de una ECG transformadora en el contexto internacional y en España donde la carencia de estos estudios es evidente. Para ello, usando la metodología de la declaración PRISMA, se realizó una búsqueda documental en las bases de datos WoS, Scopus y ERIC. Después de aplicar los criterios de selección, la muestra final está formada por 35 artículos. Los resultados indican, por un lado, la tendencia de reducir la ECG a la formación de una ciudadanía competitiva con una fuerte identidad nacional. Sin embargo, por otro lado, identifican la necesidad de una ECG transformadora que impulse una educación comprometida con una ciudadanía capaz de afrontar y responsabilizarse de los graves desafíos humanitarios planteados. Finalmente, se formulan algunas sugerencias a fin de continuar un futuro de investigación para la formación de esa imprescindible ciudadanía transformadora mundial.
Downloads
Referências
Alexander, P. (2020). Methodological guidance paper: The art and science of quality systematic reviews. Review of Educational Research, 90(1), 6-23. https://doi.org/10.3102/0034654319854352
Andreotti, V. (2006). Soft versus critical global citizenship education. Policy & Practice: A Development Education Review, 3, 40-51.
Andreotti, V. (2016). The educational challenges of imagining the world differently. Canadian Journal of Development Studies/Revue Canadienne d’Études du Développement, 37(1), 101-112.
Bamber, P., Lewin, D. y White, M. (2018). (Dis-)Locating the transformative dimension of global citizenship education. Journal of Curriculum Studies, 50(2), 204-230. https://doi.org/10.1080/00220272.2017.1328077
Banks, J. A. (2017). Failed citizenship and transformative civic education. Educational Researcher 46(7), 366-377. https://doi.org/10.3102/0013189X17726
Blasco-Serrano, A. C., Dieste, B., y Coma, T. (2019). Actitudes en centros educativos respecto a la educación para la ciudadanía global. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 17(3), 79-98. https://doi.org/10.15366/reice2019.17.3.005
Bugallo-Rodríguez, A. y Naya-Riveiro, M.C. (2018). Global citizenship education: Understanding the international topic across the local topic. Revista Lusofona de Educacao, 41, 139-151. https://doi.org/10.24140/issn.1645-7250.rle41.09
Carvalho, L. y Pereira, M. J. (2016). Escola-Família: Aprendendo juntas. Um projeto socioeducativo. Revista Lusófona de Educação, 34, 47-62.
Casinader, N. y Manathunga, C. (2020). Cultural hybridity and Australian children: Speaking back to educational discourses about global citizenship. Discourse: Studies in the Cultural Politics of Education, 41(6), 940-952. https://doi.org/10.1080/01596306.2019.1593108
Cheng, B. y Yang, P. (2019). Chinese students studying in American high schools: International sojourning as a pathway to global citizenship. Cambridge Journal of Education, 49(5), 553-573. https://doi.org/10.1080/0305764X.2019.1571560
Coma-Roselló, T., Blasco-Serrano, A. C. y Echevarría del Álamo, A. B. (2022). Developing critical global-citizenship through a social innovation project in an Elementary school. International Journal of Sociology of Education, 11(2), 185-211. https://doi.org/10.17583/rise.9161
Coma-Roselló, T, Blasco-Serrano, A.C., y Dieste, B. (2020). Sentido y significado de la educación para la ciudadanía global. Percepciones del profesorado y retos actuales en centros educativos de la provincia de Zaragoza. Iberoamerican Journal of Development Studies, 9(2), 6-28. https://doi.org/10.26754/ojs_ried/ijds.352.754/ojs_ried/ijds.336
Cruz-López, L., Digón-Regueiro, P. y Méndez-García, R. M. (2022). Social cartography as a participatory process for mapping experiences of education for sustainable development and global citizenship: An account of the design. International Journal of Research & Method in Education, 45(2), 212-224. https://doi.org/10.1080/1743727X.2021.1966621
Dewey, J. (2001). Democracia y educación. Morata
Dieste, B., Coma, T. y Blasco-Serrano, A.C. (2019). Inclusión de los objetivos de desarrollo sostenible en el currículum de educación primaria y secundaria en escuelas rurales de Zaragoza. Revista Internacional de Educación para la Justicia Social, 8(1), 97-115. https://doi.org/10.15366/riejs2019.8.1.006
Evans, M., Peterson, A., Fülöp, M., Kiwan, D., Sim, J. B. y Davies, I. (2020). Pedagogy and youth civic engagement: Shifting understandings, emergent considerations and persisting challenges. Citizenship Teaching and Learning, 15(2), 155-186. https://doi.org/10.1386/ctl_00027_1
Freire, P. (1982). Cartas a Guinea-Bissau: Apuntes de una experiencia pedagógica en proceso. Siglo XXI.
Freire, P. (1983). Pedagogía del oprimido. Siglo XXI.
hooks, b. (2022). Pedagogía crítica. Rayo Verde Editorial.
Gage, O. (2020). Urgently needed: A praxis of language awareness among pre-service primary teachers. Language Awareness, 29(4), 220-235. https://doi.org/10.1080/09658416.2020.1786102
Giroux, H.G. (1991). Schooling and the struggle for public life. University of Minnesota Press.
Goren, H. y Yemini, M. (2017). Global citizenship education redefined. A systematic review of empirical studies on global citizenship education. International Journal of Educational Research, 82, 170-183. https://doi.org/10.1016/j.ijer.2017.02.004
Habermas, J. (1987). Teoría de la acción comunicativa. Taurus.
Haste, H. y Chopra, V. (2020). The futures of education for participation in 2050: Educating for managing uncertainty and ambiguity. UNESCO.
Hong, Y. (2022). How will a conceptualized GCE curriculum function within Chinese secondary schools? Prospects, 21, 1-15. https://doi.org/10.1007/s11125-021-09596-0
Howard, A. y Maxwell, C. (2021). Preparing leaders for the global south: The work of elite schools through global citizenship education. Compare: A Journal of Comparative and International Education, 14, 1-16. https://doi.org/10.1080/03057925.2021.1914550
Idrissi, H. (2020). Exploring global citizenship learning and ecological behaviour change through extracurricular activities. International Journal of Lifelong Education, 39(3), 272-290. https://doi.org/10.1080/02601370.2020.1778805
Kadiwal, L. y Durrani, N. (2018). Youth negotiation of citizenship identities in Pakistan: Implications for global citizenship education in conflict-contexts. British Journal of Educational Studies, 66(4), 537-558. https://doi.org/10.1080/00071005.2018.1533099
Kerkhoff, S. N. y Cloud, M. E. (2020). Equipping teachers with globally competent practices: A mixed methods study on integrating global competence and teacher education. International Journal of Educational Research, 103, 101629. https://doi.org/10.1016/j.ijer.2020.101629
Leivas, M. (2019). From the body to the city: Participatory action research with social cartography for transformative education and global citizenship. Educational Action Research, 27(1), 40-56. https://doi.org/10.1080/09650792.2018.1519453
López-Martínez, M. J. y Jiménez-Martínez, M. D. (2022). The voices of primary school boys and girls on human rights and their historical agency. Frontiers in Education, 7, 866801. https://doi.org/10.3389/feduc.2022.866801
Macedo, J. C. (2021) Environmental justice in the textbook of sociology. International Studies in Sociology of Education, 30(2), 113-129. https://doi.org/10.1080/09620214.2020.1854825
Maire, Q. (2021). Visions of global citizenship: Cosmopolitanism and internationalism in citizenship education policy in Australia. International Studies in Sociology of Education, 45, 1-23. https://doi.org/10.1080/09620214.2021.1927145
Mallon, B. (2018). Illuminating the exploration of conflict through the lens of global citizenship education. Policy & Practice-a Development Education Review, 27, 37-69.
McVicker, C. J. (2019). Lessons learned from the British: The Liverpool project. Educational Considerations, 45(1), 5. https://doi.org/10.4148/0146-9282.2170
Mellizo, J. M. (2018). Transformative citizenship education and intercultural sensitivity in early adolescence. World Journal of Education, 8(3), 139-148. https://doi.org/10.5430/wje.v8n3p139
Mesa, M. (2019). La educación para la ciudadanía global: Una apuesta por la democracia. Revista Internacional de Educación para la Justicia Social, 8(1), 15-26. https://doi.org/10.15366/riejs2019.8.1.001
Mignolo, W. (2003). Globalization and the geopolitics of knowledge: The role of the humanities in the corporate university. Views from south, 4(1), 97-119.
Muñoz-Saavedra, J. y Galdames-Calderón, M. (2022). Education for global justice: Themes, aims and criteria for transformative education. International Humanities Review, 15(5), 1-10. https://doi.org/10.37467/revhuman.v11.4298
Oxley, L. y Morris, P. (2013). Global Citizenship: A typology for distinguishing its multiple conceptions. British Journal of Educational Studies, 61(3), 301-325. https://doi.org/10.1080/00071005.2013.798393
Palpacuer-Lee, C., Hutchison Curtis, J. y Curran, M. E. (2018). Stories of engagement: Pre-service language teachers negotiate intercultural citizenship in a community-based English language program. Language Teaching Research, 22(5), 590-607. https://doi.org/10.1177/1362168817718578
Pashby, K. y Costa, M. (2021). Interfaces of critical global citizenship education in research about Secondary schools in ‘global North’ contexts. Globalisation, Societies and Education, 19(4), 379-392. https://doi.org/10.1080/14767724.2021.1904213
Pashby, K., Costa, M., Stein, S. y Andreotti, V. (2020). A meta-review of typologies of global citizenship education. Comparative Education, 56, 144-164. https://doi.org/10.1080/03050068.2020.1723352
Pigozzo, F. y Martinelli, D. (2020). The citizenship issue between education and politics: Critical reflections and constructive proposals for the pedagogical debate. Encyclopaideia, 24(58), 27-58. https://doi.org/10.6092/issn.1825-8670/10908
Shahjahan, R. A. y Kezar, A. (2013). Beyond the “national container”: Addressing methodological nationalism in higher education research. Educational Researcher, 42(1), 20-29. https://doi.org/10.3102/0013189X12463050
Shultz, L. (2007). Educating for global citizenship: Conflicting agendas and understandings. Alberta Journal of Investigación Educativa, 53(3), 248-258.
Stratilatis, C. (2014). University rankings and the scientification of social sciences and humanities. Ethics in Science and Environmental Politics, 13(2), 177-192. https://doi.org/10.3354/esep00144
Svendsen, S. y Skotnes, C. E. (2022). Education beyond safety. Facilitating educational meetings between refugee and non-refugee youth. Journal of Social Science Education, 2(21), 153-173. https://doi.org/10.11576/jsse-4646
Tarozzi, M. y Mallon, B. (2019). Educating teachers towards global citizenship: A comparative study in four European countries. London Review of Education, 17(2), 112-125. https://doi.org/10.18546/LRE.17.2.02
Urrútia, G. y Bonfill, X. (2010). Declaración PRISMA: Una propuesta para mejorar la publicación de revisiones sistemáticas y metaanálisis. Medicina Clínica, 135(11), 507-511. https://doi.org/10.1016/j.medcli.2010.01.015
UNESCO. (2015). Declaración de Incheon. Educación 2030. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000233137_spa
UNESCO. (2016). Educación para la ciudadanía mundial. Preparar a los educandos para los retos del siglo XXI. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000244957
UNESCO. (2018). Guía abreviada de indicadores de educación para el ODS 4. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000265396_spa
Vandeyar, S. (2021). Pedagogy of compassion: Negotiating the contours of global citizenship. Journal of Research in Childhood Education, 35(2), 200-214. https://doi.org/10.1080/02568543.2021.1880991
Witt, A. (2022). Postpandemic futures of global citizenship education for preservice teachers: Challenges and possibilities. Prospects, 99(5), 1-14. https://doi.org/10.1007/s11125-022-09599-5
Woods, O. y Kong, L. (2020). The spatial subversions of global citizenship education: Negotiating imagined inclusions and everyday exclusions in international schools in China. Geoforum, 4, 139-147. https://doi.org/10.1016/j.geoforum.2020.04.005