Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/3363

Appears in Collections:School of Education Journal Articles
Peer Review Status: Refereed
Title: The global dimension in education and education for global citizenship: genealogy and critique
Authors: Mannion, Greg
Biesta, G J J
Priestley, Mark
Ross, Hamish
Contact Email: greg.mannion@stir.ac.uk
Keywords: education
globalisation
global education
global dimension
development education
environmental education
citizenship education
global citizenship
Issue Date: Sep-2011
Publisher: Taylor & Francis (Routledge)
Citation: Mannion G, Biesta GJJ, Priestley M & Ross H (2011) The global dimension in education and education for global citizenship: genealogy and critique, Globalisation, Societies and Education, 9 (3-4), pp. 443-456.
Abstract: Encouraged by transnational organisations, curriculum policy-makers in the UK have called for curricula in schools and higher education to include a global dimension and education for global citizenship that will prepare students for life in a global society and work in a global economy. We argue that this call is rhetorically operating as a ‘nodal point’ in policy discourse a floating signifier that different discourses attempt to cover with meaning. This rhetoric attempts to bring three educational traditions together: environmental education, development education and citizenship education. We explore this new point of arrival and departure and some of the consequences and critiq
Type: Journal Article
URI: http://hdl.handle.net/1893/3363
URL: http://www.tandf.co.uk/journals/titles/14767724.asp
DOI Link: http://dx.doi.org/10.1080/14767724.2011.605327
Rights: Published in Globalisation, Societies and Education by Taylor & Francis (Routledge).; This is an electronic version of an article published in Globalisation, Societies and Education, Volume 9, Issues 3-4, pp. 443 - 456. Globalisation, Societies and Education is available online at: http://www.informaworld.com/openurl?genre=article&issn=1476-7724&volume=9&issue=3&spage=443; This work has been embargoed. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author; you can only request a copy if you wish to use this work for your own research or private study.
Notes: Pre-publication proof stage
Affiliation: Education - Research
Education Management and Support
Initial Teacher Education
University of Edinburgh

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