EM202 Lecture Notes - Lecture 9: Global Citizenship Education, Counterpoint, Neocolonialism
Document Summary
Common beliefs, assumptions and assertions that emerged from author"s collaboration: (1) learning is an interactive, practice-oriented, relational process. Educators should employ range of interactive, student-centred and democratic principles/practices in teaching to provide a counterpoint to systemic emphasis on standards and quantitative methods (2) students need spaces to critically engage with dominant views and perspectives. School subjects must not only introduce facts, events, and topics of history and current events, but deliberately create spaces where students go beyond dominant viewpoints. Consider which views and perspectives are excluded from history and school curricula, and imagine alternative outcomes and possibilities. (3) curriculum needs to teach complexity. Complex issues in history and current events are often boiled down into binary perspectives: pros. /cons, for / against which reinforce dualistic, binary thinking. Curriculum can be co-constructed to encourage more comfort with nuances, contradictions, multiplicity, and complexity (4) teachers need time for self-reflection and peer-sharing.
