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Global Citizenship Education in Post-Secondary Institutions

Theories, Practices, Policies- Foreword by Indira V. Samarasekera


Edited By Lynette Shultz, Ali A. Abdi and George H. Richardson

Drawing on critical pedagogy, post-colonial analysis, hermeneutic interpretation, and reconceptualist curriculum frameworks, the twenty chapters in this edited collection address, from interrelated perspectives, a gap in the scholarly literature on the theory, practice, and policy of global citizenship and global citizenship education. The book provides readers with analyses and interpretations of the existing state of global citizenship education in post-secondary institutions, and stimulates discussion about the field at a time when there is an intense debate about the current drive to «internationalize» tertiary education and the role global citizenship education should play in that process. International and interdisciplinary in its examination of post-secondary global citizenship education, the book will be useful in courses that focus on policy formation, curriculum development and theorizing in the field.


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12. An Evaluative Case Study of the UNICEF Global Education Projectin Iran, 2000–2003 Mehdi Mahdavinia 158


CHAPTER 12 An Evaluative Case Study of the UNICEF Global Education Project in Iran, 2000–2003 Mehdi Mahdavinia In 2000, an evaluation of Iranian elementary education revealed that it did not suc- cessfully prepare students for the future. The failure was attributed to the teacher- centered, content-oriented education system. In 2001, the Iranian Ministry of Educa- tion began a pilot project that introduced an alternative curriculum, known as “global education,” with UNICEF’s participation. Global education, a participatory and col- laborative approach to learning, proposes a holistic curriculum that encompasses all dimensions of learning. In a qualitative case study, this author evaluated the implementation of global education on Iranian learners in two provinces: Sistan-Baluchistan and Tehran. The data showed that the pupils not only learned life skills and the importance of sustain- ability, but enjoyed the process as well. They also established relationships with their peers, parents and teachers. However, pupils, teachers and principals also found global education ambiguous. Teachers and principals found it time-consuming, hard to im- plement, and hard to explain it to government officials. In addition, global education’s philosophy and content hardly complied with Islamic teachings, the main focus of government policy makers. The results of this study suggested that the Iranian future curriculum should em- phasize present and future needs, both locally and globally. Emphasis on learners as global citizens and their ability to establish global relationships is more important than any other immediate or long-term program for education in Iran. How Did I Come to This...

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