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Abdeljalil Akkari Kathrine Maleq Editors Critical and International Abdeljalil Akkari Kathrine Maleq Editors Global Citizenship Education Critical and International Perspectives Global Citizenship Education Abdeljalil Akkari • Kathrine Maleq Editors Global Citizenship Education Critical and International Perspectives Editors Abdeljalil Akkari Kathrine Maleq Faculty of Psychology and Educational University of Geneva Sciences Geneva, Switzerland University of Geneva Geneva, Switzerland Published with the support of the Swiss National Science Foundation ISBN 978-3-030-44616-1 ISBN 978-3-030-44617-8 (eBook) https://doi.org/10.1007/978-3-030-44617-8 © The Editor(s) (if applicable) and The Author(s) 2020. This book is an open access publication. Open Access This book is licensed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence and indicate if changes were made. The images or other third party material in this book are included in the book’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the book’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors, and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. This Springer imprint is published by the registered company Springer Nature Switzerland AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland Foreword Across the world, democracy and citizenship appear to be in crisis. Beyond specific events such as the election of Donald Trump and Jair Bolsonaro, a number of global trends have been identified as potentially undermining democracy. Furthermore, countries worldwide are faced with challenges such as growing inequalities in terms of both wealth and income; increasing flows of migrants escaping poverty, war and other circumstances; and the rise of extremism. In addition, the dominance of tech- nocratic and bureaucratic cultures and practices is gradually reducing the scope for political engagement and access to full citizenship. Neoliberalism as the main driver of globalization has had a tremendous impact on society and institutions. As Marx and Engels wrote, “all that is solid melts into air.” Indeed, neoliberal globalization has degraded the environment, hindered social cohesion and produced multilevel social exclusion resulting in economic, political, cultural, and ethnic inequalities (Rogers 1995). Furthermore, in today’s global world, Palmade (1968) argues that society is witnessing a breakdown of traditional values within nation-states, political and economic spheres, cultures, religions, and schools. Globalization, which has defined the world’s economy in recent decades, is not a natural phenomenon but a ramification of capitalist hegemony on peripheraliza- tion. While some areas have flourished, globalization has widened the gap between the world’s poorest and richest nations, with most of the world’s profits flowing back into the pockets of the wealthiest. This current model of globalization appears to be very distant from Kostas Axelos’s (1964) utopian vision of a global world that would promote “planetary thinking.” With his poetic philosophical style, he depicted a world that would use technology to create a loving, supportive, and egalitarian society. Paulo Freire, the extraordinarily influential Brazilian pedagogue, argued that edu- cation is freedom as it is the only way to break free from domination, where the poor are rendered powerless and voiceless (Freire 1996). Drawing our attention to the contrast between the ideal democratic citizen and the ideal capitalist consumer, Freire (1974) argues that capitalism requires the maintenance of naïve consciousness, whereas democracy demands the development of critical and autonomous thinking. v vi Foreword One of the great if not the greatest tragedy of modern man is in his domination by the force of these myths and his manipulation of organized advertising, ideological or otherwise. Gradually, without ever realizing the loss, he relinquishes his capacity for choice; he is expelled from the orbit of decisions. Ordinary men do not perceive the tasks of the time; the latter are interpreted by an ‘elite’ and presented in the form of recipes, of prescriptions (Freire 1974, p. 5). In the periphery countries, citizenship building in schools is generally promoted through civic and moral education and aims to educate all citizens as individuals respectful of the established order. For instance, in Brazil, the dictatorial regimes of the 1930s, 1960s, and 1970s gave great importance to moral and civic education in national curricula in order to form obedient and uncritical citizens (Gramsci 1975). Currently, an opposite, but equally problematic, strategy has been adopted by Brazil’s current neoliberal theocratic government that plans to remove citizenship education from the secondary curricula after having already marginalized human sciences in higher education. This educational policy is far from Dewey’s (1916) liberal conception of citizenship education as a means of forming democratic, autonomous, critical, and free citizens. In the present era of globalization, social, economic, and political changes have generated the need to rethink traditional models of citizenship in order to address global challenges and promote peace, human rights, equality, tolerance of diversity, and sustainable development. However, Colliot-Thélene (1999) asserts that it is impossible to design a single model capable of embracing the diversity of civic consciousnesses acquired historically around the world. This book, Global Citizenship Education: Critical and International Perspectives, seeks to provoke discussion on the educational challenges posed by globalization and its philosophical and political underpinnings. The chapters examine the role of citizenship education in building more inclusive societies, respectful of cultural diversity, ethnicity, gender equality and human rights, while fighting against social and economic exclusion. The authors discuss the concept of global citizenship edu- cation and analyze the principal issues regarding citizenship education in various geographical contexts – Latin America, Asia and Pacific, Africa, North Africa, Europe and North America – as well as valuable contributions from experts in the field of international education and innovation. Adressing some of the most burning issues of our time, such as inequality, human rights violations and exclusion, the chapters in this book, edited by A. Akkari and K. Maleq, provide local perspectives on conceptions and issues related to global citizenship education and demonstrate the gap between the discourse of international organizations, particularly within the UN’s framework of Sustainable Development Goals, and the reality of the marginalized and the excluded. Curitiba, Brazil Peri Mesquida Foreword vii References Axelos, K. (1964). Vers la pensée planetaire: Le devenir-pensée du monde et le devenir-monde de la pensée. Paris: Edition Minuit. Colliot-Thélene, C. (1992), Le désenchantement de l’État. De Hegel à Max Weber. Paris: Les Éditions de Minuit. Dewey, J. (1916). Democracy and education. New York: The Macmillan Company. Freire, P. (1974). Education for critical consciousness. New York: Bloomsbury. Freire, P. (1996). Pedagogia da Autonomia. São Paulo: Paz e Terra. Gramsci, A. (1975). Quaderni del carcere. Torino: Einaudi. Marx, K., & Engels, F. (1997). Manifesto do Partido Comunista. Lisboa: Editorial “Avante”. Palmade, J. (1990). Postmodernité et fragilité identitaire. Connexions, 55(1), 8–27. Rogers, G. (1995). What is special about social exclusion approach? In: G. Rogers, C. Gore, & F. José (Eds.), Social exclusion: rhetoric, reality, responses (pp. 43–56). Geneva: International Institute for Labor Studies. Contents Part I Introduction 1 Global Citizenship Education: Recognizing Diversity in a Global World . 3 Abdeljalil Akkari and Kathrine Maleq Part II Latin America 2 Citizenship, Social Exclusion and Education in Latin America: The Case of Brazil . 17 Mylene Santiago and Abdeljalil Akkari 3 Paraguayan Indigenous Peoples and the Challenge of Citizenship ������������������������������������������������������������ 31 Dominique Demelenne Part III Asia and Pacific 4 Three Educational Approaches Responding to Globalization in Japan ������������������������������������������������������������������������ 45 Aoi Nakayama 5 The Construction of Citizenship in Kazakhstan Between the Soviet Era and Globalization
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