Investigating the Status of Global Citizenship Education and Critical Thinking in the Implemented Curriculum of Secondary School
SOUTH JOURNALS PUBLICATION (SJP)
(Online Publication)
http:..www.southjournals.com
South Journal of Educational Psychology and Counseling
http:..southjournals.com.ojs-2.4.5.index.php.sjepc
Investigating the Status of Global Citizenship Education and Critical
Thinking in the Implemented Curriculum of Secondary School
Sadegh Mousavi*1
1
(Department of Education, Shahid Behesgti University, Tehran, Iran)
*Corresponding author: Sadegh mousavi
Abstract:
This study was aimed at investigating the basic components of global citizenship in the
implemented high school curriculum. In the implemented curriculum the population
includes all the teachers (teachers of literature, sociology and history of Iran and world
books) at Shiraz city in the academic years 2014-2015. The sample consisted of 128
persons, were selected through multi-stage cluster sampling. The research instrument
was a researcher make questionnaire based on a Likert spectrum that after studying by
experts its content validity was confirmed. The main findings of the study were: In the
implemented curriculum, knowledge in the global citizenship education is much more
emphasized than other dimensions in addition, the emphasis on both the attitudes and
skills dimensions is equal. There is different between teacher’s academic degree and
their emphasis on the knowledge and attitudes dimensions in global citizenship
education but this difference is not seen in skill dimension. On the other hand, there is
different between the teacher’s gender and their emphasis on the components such as
skill and attitude in the global citizenship education.
Key words: global citizenship, curriculum, global citizenship education, global
citizenship component, global citizenship concept.
To cite this paper: Mousavi, S. (2017). Investigating the status of global citizenship education and
critical thinking in the implemented curriculum of secondary school. South journal of Educational
Psychology and Counseling, South journal of Educational Psychology and Counseling, 4, 1, 92-96.
92
Introduction
Oxfam, the international Confederation which consists 15 organizations in 98
countries around the world, in collaboration with its partners and allies tries to find
lasting solutions to poverty and injustice. This confederation introduces the global
citizenship feature as following: 1.a person who is aware of the wider world and has a
sense of his role as a global citizenship. 2. respects diversity and variety. 3. In terms
of economic, political, social, cultural, environmental and technological aspect of the
world and its function has the deep insight.4. Is hatreds and angry from social
injustice. 5.She or he participates in a range activity from local to global levels. 6.
assume responsibility for her or his actions (Oxfam Web site). In other words, this
Confederation expressed he main elements of global citizenship in three general
categories includes: knowledge, skills and attitudes.
For citizenship, various models have been proposed which one of the most prominent
has been proposed by Castells. He has presented at least three basic patterns for
citizenship include: 1. Different elimination model: In this model, different treats to
citizens take place and is common in the countries which immigration rate to them is
high. The societies that situated in this model divides their citizen into different group
and categories and each of them have their advantages.2. Assimilation model: In this
model young generation or newly arrived immigrants through the process of
adaptation (unilateral adaptation) integrated in society. This means that assimilation
model expected people forget special features of the social, cultural and linguistic and
adopt their self with the majority of the community.3. Pluralistic model: In this model,
the rights of all people are equal and all citizens have access to resources and social
benefits, without expect them to desist their different feelings and concerns
(Talebzadeh and Fathivajargah 2003, p. 218).
Wring know the global citizenship as a common agreement on the following problem:
better life of a small group doesn’t make the life of majority worse. Global citizenship
is a person who is separate from the national government and acts according to
transnational and international structures (Smith, 2007). From the Harriet views,
global citizenship is a person who has the following characteristics: 1. Deep
understanding about other cultures and commitment to common values such as social
justice and human rights. 2. To be prepare as a person for life in a global society and
work with a global economic system. 3. Increased awareness about global issues and
global independence.4. Increased social and political participation at the international
level. 5.Trying to improve social cohesion.6. High level of standards (Harriet, 2009).
Ghaedi ,(2006) also according to Harriet, introduce Three templates for the
characteristic of future citizens as follows: 1. Having the global knowledge, skills and
attitude 2. Having the democratic knowledge, skill and attitude. 3. The ability to apply
IT. He also strongly suggests that these concepts are intertwined and have multilateral
interaction. Information technology makes rapid communication between the nations
and people. This has caused if the people think locally at past, today reflect on the
democratic practice between nations at a global level. Finally, we can say that in
global age should act democratically and information technology is a tool for this
action. In fact, the shift from teaching to learning is one of the most important
characteristics of future citizen. We can say future citizens should foster a consistent
vision toward future in their self, can imagine different alternatives of future,
equipped with critical thinking skills and creative decision-making and be able to
participate as active citizens in a global society (Ghaedi, 2006).
93
According to what was said can be concluded that the theory of global citizenship
emphasis on this point which can identify rights and obligations for the people as
global citizenship at the international and global level. Ayvazi and Babgoure,(2011)
consider the global citizenship as a concept which is result of the revision of the
components of modern citizenship. This concept including identity, rights, duties and
scope of action and global social contexts. From the standpoint of global citizenship
theorists’ components of this theory include human rights, liberalism, free market
economics, environmentalism and social networks. From the view of
Tarazkoohi,(2007) The emergence of global identity in people across national identity
is more under effect of ethical norms and human beliefs than political issues.
Tuomi,Jaccot and Lundgren, (2008) consider the global citizenship education
standards as development of people in following areas: 1. human Rights Education. 2.
education for the equality of people. 3. peace and media education. 4. education for
intercultural understanding. 5. education for progress without destroying natural
resources. 6. international education. 7. intercultural education. Davies, (2008) know
the global citizenship characteristic as following items: Awareness of their role as
global citizens, respects cultural diversity, in terms of economic, political, social,
cultural, environmental and technological aspect of the world and its function has the
deep insight, he (or she) is a person that hatreds and angry from social injustice,
looking for a safe and stable world and participate in the local and global society. In
general, global education demands learners consider themselves as global citizenship
so that citizens have the ability to cope and familiarity with global issues and
according to common global problems can consider these issues into three
components of peace education, health education and environmental education. (Izadi,
Salehi Omran, Rezai ,2006).
Methodology
For data collection researcher making questionnaire was used. The reliability of
questionnaire approved by Cronbach's alpha and its validity confirmed by the experts.
research aim
The aim of study was investigating the basic components of global citizenship in the
implemented high school curriculum.
Results
How is the status of global citizenship education among men and women teachers
with different academic degree?
To compare the knowledge and the skills, values and attitudes between men and
women as well as Masters and Bachelor’s degree independent t-test was used. The
results of tests are presented below.
Table 1. The comparison of knowledge between women and men
Variable
sex N Mean Std. Deviation
t
df
Knowledge men 62 84.67
23.07
2.68
127
women 62 96.11
25.09
Sig
0.070
According to the results in Table 1, The amount of t for knowledge with df 127 is
equal 2.68 which is less than t critical value amount, so in the level of 0.05 is not
significant. Therefore, the null hypothesis is not confirmed and there is no significant
difference between the two groups in the knowledge component.
94
Variable
Skill
Table 2. The comparison of skill between women and men
sex N Mean Std. Deviation
t
df
men 62 41.75
14.38
1.92
127
women 62 46.17
11.60
Sig
0.020
According to the results in Table 2, The amount of t for skill with df 127 is equal 1.92
which is more than t critical value amount, so in the level of 0.05 is significant.
Therefore, the null hypothesis is confirmed and there is significant difference between
the two groups in the skill component.
Table 3. The comparison of attitudes and values between women and men
Variable
sex N Mean Std. Deviation
t
df
Attitudes
men 62 39.61
11.58
2.39
127
women 62 45.34
15.23
Sig
0.018
According to the results in Table 3, The amount of t for attitudes and values with df
127 is equal 1.92 which is more than t critical value amount, so in the level of 0.05 is
significant. Therefore, the null hypothesis is confirmed and there is significant
difference between the two groups in the attitudes and values component.
Table 4. The comparison of knowledge between bachelor’s and master’s degree
Variable degree
N Mean Std. Deviation
t
df
Knowledge bachelor’s 73 94.54
22.55
2.08
127
master’s
56 85.50
26.64
Sig
0.039
According to the results in Table 4, The amount of t for knowledge with df 127 is
equal 2.08 which is more than t critical value amount, so in the level of 0.05 is
significant. Therefore, the null hypothesis is confirmed and there is significant
difference between the two groups in the knowledge component.
Variable
Skill
Table 5. The comparison of skill between bachelor’s and master’s degree
degree
N Mean Std. Deviation
t
df
bachelor’s 73 44.61
12.47
0.55
127
master’s
56 43.32
14.06
Sig
0.058
According to the results in Table 5, The amount of t for skill with df 127 is equal 2.08
which is less than t critical value amount, so in the level of 0.05 is not significant.
Therefore, the null hypothesis is not confirmed and there is no significant difference
between the two groups in the component of skill.
Table 6. The comparison of attitudes and values between bachelor’s and master’s degree
Variable degree
N Mean Std. Deviation
t
df
Sig
Attitudes
bachelor’s 73 45.09
13.26
0.96
127
0.018
master’s
56 39.32
14.04
According to the results in Table 6, The amount of t for attitudes and values with df
127 is equal 0.96 which is more than t critical value amount, so in the level of 0.05 is
95
significant. Therefore, the null hypothesis is confirmed and there is significant
difference between the two groups in the attitudes and values component.
Discussion
The results indicate that the distribution of global citizenship education components in
the implemented curriculum is disproportionate and unbalanced. In some cases,
emphasis on the knowledge component is high. On the other hand, some components
such as attitude and skill is neglected. Undoubtedly integrated foster of each
components has a considerable impact on the individual character. However, due to
the unbalanced distribution of these components researcher suggests the following
items to improve implemented curriculum:
1. It is suggested that a committee consisting of officials from the Ministry of
Education and researchers and curriculum developers assume the responsibility of
solving the problems which are related to global citizenship education.
2. According to the research findings in general there is different between men and
women teachers in the education of global citizenship. So it is recommended that by
holding workshops and conferences and meetings the context of interaction between
men and women teachers to convey their experiences provides by officials.
3. According to the research findings in general there is different between teacher’s
academic degree and their teaching about global citizenship. So it is recommended
facilitates the condition of continuing education for teachers.
References
Ayvazi,M,Babgoure,H.(2011). Evolution of citizenship concept and the emergence of
global citizenship, Journal of Politics, Faculty of Law and Political Science,
Volume 42, Number 3, pp. 205-187.
Davies,L(2008). Global Citizenship Education, international education, center for
international and research(CIER), University of Birmingham, UK.
Ghaedi, Y. (2006). Education of future citizens, Journal of Educational Innovations,
Issue 17, the fifth year.
Harriet M (2009). Educating The European Citizen in the Global age. Curriculum
Studies.41, No, 2,247-267.
Http:..www.oxfam.org.uk.education.ge.what-and- why.what.
Izadi,S, Salehi Omran,A, Rezai ,F.(2006). A content analysis of primary school
textbooks based on the components of global citizenship education, Journal of
Curriculum Studies, Issue 13 and 14, pages 141-177.
Smitk,S.(2007).Deliberating Publics of Citizen: Public Spheres. In K.Roth and N.c .
Burbules(EDS). Changing Notions of Citizenship Education in Contemporary
Nation States (Rotterdam. The Netherlands: Sense Publisher),30-50.
Takkac,M,Selcuk,A, Akdemir,(2012).Training Future Members of The World with an
Understanding of Global Citizenship. Procedia-Social and Behavioral Sciences,
47,881-885.
Talebzadeh, M, Fathivajargah,K.( 2003). Specialized topics in curriculum
development, Tehran, Ayeej publication.
Tarazkoohi,H.(2007).Context and the effects of global citizenship, foreign policy
Quarterly, Year XXI, No. 4.
96
(Online Publication)
http:..www.southjournals.com
South Journal of Educational Psychology and Counseling
http:..southjournals.com.ojs-2.4.5.index.php.sjepc
Investigating the Status of Global Citizenship Education and Critical
Thinking in the Implemented Curriculum of Secondary School
Sadegh Mousavi*1
1
(Department of Education, Shahid Behesgti University, Tehran, Iran)
*Corresponding author: Sadegh mousavi
Abstract:
This study was aimed at investigating the basic components of global citizenship in the
implemented high school curriculum. In the implemented curriculum the population
includes all the teachers (teachers of literature, sociology and history of Iran and world
books) at Shiraz city in the academic years 2014-2015. The sample consisted of 128
persons, were selected through multi-stage cluster sampling. The research instrument
was a researcher make questionnaire based on a Likert spectrum that after studying by
experts its content validity was confirmed. The main findings of the study were: In the
implemented curriculum, knowledge in the global citizenship education is much more
emphasized than other dimensions in addition, the emphasis on both the attitudes and
skills dimensions is equal. There is different between teacher’s academic degree and
their emphasis on the knowledge and attitudes dimensions in global citizenship
education but this difference is not seen in skill dimension. On the other hand, there is
different between the teacher’s gender and their emphasis on the components such as
skill and attitude in the global citizenship education.
Key words: global citizenship, curriculum, global citizenship education, global
citizenship component, global citizenship concept.
To cite this paper: Mousavi, S. (2017). Investigating the status of global citizenship education and
critical thinking in the implemented curriculum of secondary school. South journal of Educational
Psychology and Counseling, South journal of Educational Psychology and Counseling, 4, 1, 92-96.
92
Introduction
Oxfam, the international Confederation which consists 15 organizations in 98
countries around the world, in collaboration with its partners and allies tries to find
lasting solutions to poverty and injustice. This confederation introduces the global
citizenship feature as following: 1.a person who is aware of the wider world and has a
sense of his role as a global citizenship. 2. respects diversity and variety. 3. In terms
of economic, political, social, cultural, environmental and technological aspect of the
world and its function has the deep insight.4. Is hatreds and angry from social
injustice. 5.She or he participates in a range activity from local to global levels. 6.
assume responsibility for her or his actions (Oxfam Web site). In other words, this
Confederation expressed he main elements of global citizenship in three general
categories includes: knowledge, skills and attitudes.
For citizenship, various models have been proposed which one of the most prominent
has been proposed by Castells. He has presented at least three basic patterns for
citizenship include: 1. Different elimination model: In this model, different treats to
citizens take place and is common in the countries which immigration rate to them is
high. The societies that situated in this model divides their citizen into different group
and categories and each of them have their advantages.2. Assimilation model: In this
model young generation or newly arrived immigrants through the process of
adaptation (unilateral adaptation) integrated in society. This means that assimilation
model expected people forget special features of the social, cultural and linguistic and
adopt their self with the majority of the community.3. Pluralistic model: In this model,
the rights of all people are equal and all citizens have access to resources and social
benefits, without expect them to desist their different feelings and concerns
(Talebzadeh and Fathivajargah 2003, p. 218).
Wring know the global citizenship as a common agreement on the following problem:
better life of a small group doesn’t make the life of majority worse. Global citizenship
is a person who is separate from the national government and acts according to
transnational and international structures (Smith, 2007). From the Harriet views,
global citizenship is a person who has the following characteristics: 1. Deep
understanding about other cultures and commitment to common values such as social
justice and human rights. 2. To be prepare as a person for life in a global society and
work with a global economic system. 3. Increased awareness about global issues and
global independence.4. Increased social and political participation at the international
level. 5.Trying to improve social cohesion.6. High level of standards (Harriet, 2009).
Ghaedi ,(2006) also according to Harriet, introduce Three templates for the
characteristic of future citizens as follows: 1. Having the global knowledge, skills and
attitude 2. Having the democratic knowledge, skill and attitude. 3. The ability to apply
IT. He also strongly suggests that these concepts are intertwined and have multilateral
interaction. Information technology makes rapid communication between the nations
and people. This has caused if the people think locally at past, today reflect on the
democratic practice between nations at a global level. Finally, we can say that in
global age should act democratically and information technology is a tool for this
action. In fact, the shift from teaching to learning is one of the most important
characteristics of future citizen. We can say future citizens should foster a consistent
vision toward future in their self, can imagine different alternatives of future,
equipped with critical thinking skills and creative decision-making and be able to
participate as active citizens in a global society (Ghaedi, 2006).
93
According to what was said can be concluded that the theory of global citizenship
emphasis on this point which can identify rights and obligations for the people as
global citizenship at the international and global level. Ayvazi and Babgoure,(2011)
consider the global citizenship as a concept which is result of the revision of the
components of modern citizenship. This concept including identity, rights, duties and
scope of action and global social contexts. From the standpoint of global citizenship
theorists’ components of this theory include human rights, liberalism, free market
economics, environmentalism and social networks. From the view of
Tarazkoohi,(2007) The emergence of global identity in people across national identity
is more under effect of ethical norms and human beliefs than political issues.
Tuomi,Jaccot and Lundgren, (2008) consider the global citizenship education
standards as development of people in following areas: 1. human Rights Education. 2.
education for the equality of people. 3. peace and media education. 4. education for
intercultural understanding. 5. education for progress without destroying natural
resources. 6. international education. 7. intercultural education. Davies, (2008) know
the global citizenship characteristic as following items: Awareness of their role as
global citizens, respects cultural diversity, in terms of economic, political, social,
cultural, environmental and technological aspect of the world and its function has the
deep insight, he (or she) is a person that hatreds and angry from social injustice,
looking for a safe and stable world and participate in the local and global society. In
general, global education demands learners consider themselves as global citizenship
so that citizens have the ability to cope and familiarity with global issues and
according to common global problems can consider these issues into three
components of peace education, health education and environmental education. (Izadi,
Salehi Omran, Rezai ,2006).
Methodology
For data collection researcher making questionnaire was used. The reliability of
questionnaire approved by Cronbach's alpha and its validity confirmed by the experts.
research aim
The aim of study was investigating the basic components of global citizenship in the
implemented high school curriculum.
Results
How is the status of global citizenship education among men and women teachers
with different academic degree?
To compare the knowledge and the skills, values and attitudes between men and
women as well as Masters and Bachelor’s degree independent t-test was used. The
results of tests are presented below.
Table 1. The comparison of knowledge between women and men
Variable
sex N Mean Std. Deviation
t
df
Knowledge men 62 84.67
23.07
2.68
127
women 62 96.11
25.09
Sig
0.070
According to the results in Table 1, The amount of t for knowledge with df 127 is
equal 2.68 which is less than t critical value amount, so in the level of 0.05 is not
significant. Therefore, the null hypothesis is not confirmed and there is no significant
difference between the two groups in the knowledge component.
94
Variable
Skill
Table 2. The comparison of skill between women and men
sex N Mean Std. Deviation
t
df
men 62 41.75
14.38
1.92
127
women 62 46.17
11.60
Sig
0.020
According to the results in Table 2, The amount of t for skill with df 127 is equal 1.92
which is more than t critical value amount, so in the level of 0.05 is significant.
Therefore, the null hypothesis is confirmed and there is significant difference between
the two groups in the skill component.
Table 3. The comparison of attitudes and values between women and men
Variable
sex N Mean Std. Deviation
t
df
Attitudes
men 62 39.61
11.58
2.39
127
women 62 45.34
15.23
Sig
0.018
According to the results in Table 3, The amount of t for attitudes and values with df
127 is equal 1.92 which is more than t critical value amount, so in the level of 0.05 is
significant. Therefore, the null hypothesis is confirmed and there is significant
difference between the two groups in the attitudes and values component.
Table 4. The comparison of knowledge between bachelor’s and master’s degree
Variable degree
N Mean Std. Deviation
t
df
Knowledge bachelor’s 73 94.54
22.55
2.08
127
master’s
56 85.50
26.64
Sig
0.039
According to the results in Table 4, The amount of t for knowledge with df 127 is
equal 2.08 which is more than t critical value amount, so in the level of 0.05 is
significant. Therefore, the null hypothesis is confirmed and there is significant
difference between the two groups in the knowledge component.
Variable
Skill
Table 5. The comparison of skill between bachelor’s and master’s degree
degree
N Mean Std. Deviation
t
df
bachelor’s 73 44.61
12.47
0.55
127
master’s
56 43.32
14.06
Sig
0.058
According to the results in Table 5, The amount of t for skill with df 127 is equal 2.08
which is less than t critical value amount, so in the level of 0.05 is not significant.
Therefore, the null hypothesis is not confirmed and there is no significant difference
between the two groups in the component of skill.
Table 6. The comparison of attitudes and values between bachelor’s and master’s degree
Variable degree
N Mean Std. Deviation
t
df
Sig
Attitudes
bachelor’s 73 45.09
13.26
0.96
127
0.018
master’s
56 39.32
14.04
According to the results in Table 6, The amount of t for attitudes and values with df
127 is equal 0.96 which is more than t critical value amount, so in the level of 0.05 is
95
significant. Therefore, the null hypothesis is confirmed and there is significant
difference between the two groups in the attitudes and values component.
Discussion
The results indicate that the distribution of global citizenship education components in
the implemented curriculum is disproportionate and unbalanced. In some cases,
emphasis on the knowledge component is high. On the other hand, some components
such as attitude and skill is neglected. Undoubtedly integrated foster of each
components has a considerable impact on the individual character. However, due to
the unbalanced distribution of these components researcher suggests the following
items to improve implemented curriculum:
1. It is suggested that a committee consisting of officials from the Ministry of
Education and researchers and curriculum developers assume the responsibility of
solving the problems which are related to global citizenship education.
2. According to the research findings in general there is different between men and
women teachers in the education of global citizenship. So it is recommended that by
holding workshops and conferences and meetings the context of interaction between
men and women teachers to convey their experiences provides by officials.
3. According to the research findings in general there is different between teacher’s
academic degree and their teaching about global citizenship. So it is recommended
facilitates the condition of continuing education for teachers.
References
Ayvazi,M,Babgoure,H.(2011). Evolution of citizenship concept and the emergence of
global citizenship, Journal of Politics, Faculty of Law and Political Science,
Volume 42, Number 3, pp. 205-187.
Davies,L(2008). Global Citizenship Education, international education, center for
international and research(CIER), University of Birmingham, UK.
Ghaedi, Y. (2006). Education of future citizens, Journal of Educational Innovations,
Issue 17, the fifth year.
Harriet M (2009). Educating The European Citizen in the Global age. Curriculum
Studies.41, No, 2,247-267.
Http:..www.oxfam.org.uk.education.ge.what-and- why.what.
Izadi,S, Salehi Omran,A, Rezai ,F.(2006). A content analysis of primary school
textbooks based on the components of global citizenship education, Journal of
Curriculum Studies, Issue 13 and 14, pages 141-177.
Smitk,S.(2007).Deliberating Publics of Citizen: Public Spheres. In K.Roth and N.c .
Burbules(EDS). Changing Notions of Citizenship Education in Contemporary
Nation States (Rotterdam. The Netherlands: Sense Publisher),30-50.
Takkac,M,Selcuk,A, Akdemir,(2012).Training Future Members of The World with an
Understanding of Global Citizenship. Procedia-Social and Behavioral Sciences,
47,881-885.
Talebzadeh, M, Fathivajargah,K.( 2003). Specialized topics in curriculum
development, Tehran, Ayeej publication.
Tarazkoohi,H.(2007).Context and the effects of global citizenship, foreign policy
Quarterly, Year XXI, No. 4.
96