Session Information
03 SES 06 B, Cultural Influences on Curriculum Design Practices
Paper Session
Contribution
In today’s world, people are constantly influenced by transitional, cross-cultural, multicultural and multiethnic interactions (NCSS, 1982). Societies, which include different cultures, aim to create an understanding of global citizenship among their citizens. According to Quillen (1944) global citizenship includes understandings, ideals, and abilities. A global citizen should have some qualities such as; awareness of a wider world and a sense of a role as a world citizen, respect for values and diversity, understanding of how the world works economically, politically, socially, culturally, technologically and environmentally, sense of social justice, motivation to participate in and contribute to the community at a range of levels from the local to the global, willingness to act to make the world more equitable and sustainable place, and responsibility for her/his action (Oxfam, 1997; Marshall, 2009). Since the world is becoming increasingly diverse and independent, it is essential for the people to understand global diversity in terms of race, ethnicity, religious and culture and appreciate the differences. Hence the need for global citizenship education merges from this diversity in the world. Global citizenship education aims to educate children and young people with the understanding, skills, and values that help them become more ‘globally minded’ (Marshall, 2009). NCSS (1982) states that the purpose of global education is to “cultivate in young people a perspective of the world which emphasizes the interconnectedness among cultures, species, and the planet”.
In order to create an effective citizenship education program that will educate students to be active citizens in their cultural communities, nation-states and in the world community, the curriculum should provide opportunities to reflect the complex national identities within the growing diversity of the world (Banks, 2004). It is important to note that a civic education program that reflects the diverse culture within the nation-state is the only way to promote national unity. Such a citizenship education program should provide students with the skills to analyze and evaluate information therefore they will be active participant who have global perspectives in their community (Banks, 2004). Research indicates that citizenship education should begin in the elementary grades. The traditional expanding environmental models in which students start by studying the family, neighborhood, and then the community in social studies education during elementary education levels should also followed by national and global issues and values (Evans, 1987).
Since 1963 global citizenship has gain recognition along with national citizenship during the process of Turkish Republic’s European membership. Therefore the transition from the national citizenship toward global citizenship also brings out a new concept of European citizenship among the countries in Europe. Ministry of National Education has made some revisions in the national education program that comprehend Turkey’s European Membership integration process (MEB, 2001). In the scope revisions, global citizenship has found its place in Social Studies Education Program in terms of increasing awareness of concept of citizenship beyond national framework and developing recognition for global citizenship. The purpose of this study is to examine and evaluate renewed Social Studies Program and text books published according to this program in terms of national, European and global citizenship.
Method
Expected Outcomes
References
Banks, J. A. (2004). Democratic citizenship education in multicultural societies. In J. A. Banks (Ed.) Diversity and citizenship education: Global Perspectives. San Francisco, Jossey-Bass Davies, L. (2006). Global citizenship: abstraction or framework for action? Educational Review, 58, 5–25. Evans, C. S. (1987). Teaching a Global Perspective in Elementary Classrooms. The Elementary School Journal, 87, 544-555. Marshall, H. (2009). Educating the European citizen in the global age: engaging with the post- national and identifying a research agenda. Journal of Curriculum Studies. 41, 247–267. MEB (The Turkish Ministry of National Education). (2001). The needs for developing the new education programs in Turkey. [In Turkish]. http://ttkb.meb.gov.tr/programlar/prog_giris/prog_giris_1.html National council for the social studies. (NCSS). (1982). Position statements on global education. Washington: D. C: NCSS. Quillen, I. J. (1944). Education for world citizenship. Annals of the American academy of political and social science. 235, 122-127. Oxfam (1997) A curriculum for global citizenship (Oxford, Oxfam).
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