ABSTRACT

In addition to its influences across economic, geopolitical, and social spheres, globalization has given rise to the notion of a ‘global citizen’ who is able to understand a shifting and more internationalized world while moving fluidly through it. Education has been trumpeted as the means to achieve this globally-aware citizenry, leading to an entire field of global citizenship education (GCE). Here teachers are the linchpin, yet understandings of globally-focused coursework in teacher education remain underdeveloped. This paper explores the ‘global’ within core courses in initial teacher education in Australia and interrogates the kinds of ‘citizens’ to be cultivated. We begin in our pilot study by canvassing university courses across Australian Group of Eight universities, and locating more global aspects of the courses, where available. Based on initial findings, we offer a dual-axis conceptual framework for guiding an ‘alternative future’ for GCE within teacher education. We then use the framework in a focused coding of one teacher education syllabus as an exemplar of its potential utility for examining the ways in which future teachers are encouraged, or not, to engage with broader geopolitical, sociocultural, and economic forces of globalization in the PreK-12 schools in which they will eventually teach.

摘要

除了对经济、地缘政治和社会领域的影响之外，全球化还产生了“全球公民”的概念，他们能够理解不断变化的、更加国际化的世界，同时流畅地穿梭其中。教育被吹捧为实现这种具有全球意识的公民的手段，从而形成了全球公民教育 (GCE) 的整个领域。在这里，教师是关键，但对教师教育中以全球为重点的课程的理解仍然不发达。本文探讨了澳大利亚初级教师教育核心课程中的“全球化”，并询问了要培养的“公民”类型。我们通过在澳大利亚八校联盟大学中探索大学课程，并在可用的情况下定位课程的更多全球方面来开始我们的试点研究。根据初步调查结果，我们提供了一个双轴概念框架，用于指导教师教育中 GCE 的“另类未来”。然后，我们在一个教师教育大纲的重点编码中使用该框架作为其潜在效用的示例，用于检查鼓励或不鼓励未来教师参与更广泛的全球化的地缘政治、社会文化和经济力量的方式。他们最终将在其中任教的 PreK-12 学校。