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|Appears in Collections:||Faculty of Social Sciences Book Chapters and Sections|
|Title:||Towards Glocal Pedagogies: Some Risks Associated with Education for Global Citizenship and How Glocal Pedagogies Might Avoid Them|
|Sponsor:||The Primary Science Teaching Trust|
Scottish Centre for Intergenerational Practice
|Citation:||Mannion G (2015) Towards Glocal Pedagogies: Some Risks Associated with Education for Global Citizenship and How Glocal Pedagogies Might Avoid Them. In: Friedman J, Haverkate V, Oomen B, Park E & Sklad M (eds.) Going Glocal in Higher Education: the theory, teaching and measurement of global citizenship. Middelburg, The Netherlands: University College Roosevelt, pp. 19-34.|
|Abstract:||In this chapter, I outline what a pedagogical orientation to the ‘glocal’ might comprise and afford. I argue that ‘going glocal’ in our pedagogies will mean never losing touch with the local when responding to transnational forces; going glocal means taking local settings, concerns and practices as connected to extra-local ones. Going glocal helps us comprehend and respond to the lived realities of transnational forces. This can help with ameliorating and potentially overcoming some of the risks and critiques associated with weaker formulations of ‘education for global citizenship’. Glocal pedagogies can enable us to address ecological and social justice, and produce viable knowledge and practices within a reframed education for global citizenship.|
|Rights:||The publisher has granted permission for use of this work in this Repository. Published in Going Glocal in Higher Education: the theory, teaching and measurement of global citizenship by University College Roosevelt.|
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