ABSTRACT

This paper compares state-led approaches to global citizenship education, driven by the concerns of national security, with the kinds of citizenship formation transnational youth acquire through their experiences in transnational social fields. I show that these transnational experiences—particularly their relationships with loved ones in their countries of origin—naturally foster the types of skills, competencies and global awareness that are typically emphasised in global citizenship education, but also a more critical engagement with global structures of power. I suggest that diaspora third space pedagogies that build on these experiences can address some of the shortcomings of state-led GCE.

摘要

本文将受国家安全问题驱动的国家主导的全球公民教育方法与跨国青年通过他们在跨国社会领域的经验获得的公民身份形成类型进行了比较。我表明，这些跨国经历——特别是他们与原籍国亲人的关系——自然地培养了全球公民教育中通常强调的技能、能力和全球意识的类型，但也更重要地参与了全球权力结构. 我建议以这些经验为基础的散居第三空间教学法可以解决国家主导的 GCE 的一些缺点。