6533b873fe1ef96bd12d594d

RESEARCH PRODUCT

Examining how global citizenship education is prefigured in the Scottish Curriculum for Excellence

Josephine MoateElisavet AnastasiadouHannu L. T. Heikkinen

subject

phronesismedia_common.quotation_subject0507 social and economic geographycurriculumLens (geology)SkotlantiEducationExcellencePedagogysocial justicePhronesisSociologykansalaiskasvatusGlobal citizenship educationCitizenshipCurriculummedia_common05 social sciences050301 educationglobal citizenshipsosiaalinen oikeudenmukaisuusSocial justiceScotland050703 geography0503 educationopetussuunnitelmat

description

This study uses the Aristotelian notion of phronesis as a critical lens for examining how global citizenship education is prefigured in the Scottish Curriculum for Excellence. Based on a content analysis of key curriculum documentation, the findings outline the way in which techne and episteme with their associated ways of knowing and acting dominate the curriculum. Nevertheless, the hints of phronesis indicate the potential for developing a more critical form of global citizenship education that prefigures praxis that wisely pursues that which is good for humankind and individual flourishing. This article contributes to the notion of ‘planetary phronesis’ as a critical concept for the further development of global citizenship education. peerReviewed

yearjournalcountryeditionlanguage
2021-03-26Globalisation, Societies and Education
https://doi.org/10.1080/14767724.2021.1904210