Abstract
Many countries have recently called for educating global citizens, suggesting that global citizenship education (GCE) can contribute usefully to individuals and the greater world. However, so far there is no clear definition of how best to teach GCE. Educators in the Netherlands have recently given attention to citizenship education but not to GCE. This article investigates Dutch GCE, regarding the visions schools develop and their translation into pedagogical practice. In a mixed-method design, 15 teachers, 25 coordinators, and 11 school leaders from 47 Dutch secondary schools completed a survey. The results show that Dutch schools mainly operationalized GCE in terms of socialization and cultural GCE. School-level implementation of GCE occurred mostly by integrating it into the teaching of other subjects. Implementation on a class level was mainly focused on group conversations, group assignments, and excursions.
Similar content being viewed by others
References
Andreotti, V. (2006). Soft versus critical global citizenship education. Policy & Practice: A Development Education Review, 3, 40–51.
Biesta, G. (2012). The future of teacher education: Evidence, competence or wisdom? Research on Steiner Education, 3(1), 8–21.
Brooks, R. M., & Holford, J. A. K. (2009). Citizenship, learning and education: Themes and issues. Citizenship Studies, 13(2), 85–103.
Cho, J. Y., & Lee, E. H. (2014). Reducing confusion about grounded theory and qualitative content analysis: Similarities and differences. The Qualitative Report, 19(64), 1–20.
Council of Europe (2010). Council of Europe charter on education for democratic citizenship and human rights education. https://rm.coe.int/16803034e5
Earl, J., Maher, T. V., & Elliot, T. (2017). Youth, activism, and social movements. Sociology Compass, 11(4), 1–14.
Eckersley, R. M. (2007). Culture, spirituality, religion and health: Looking at the big picture. Spirituality and Health, 186(10), 54–56.
Fetters, M. D., Curry, L. A., & Creswell, J. W. (2013). Achieving integration in mixed method design: Principles and practices. Health Services Research, 48, 2134–2156.
Field, A. (2013). Discovering statistics using IBM SPSS statistics. Sage.
Franch, S. (2019). Global citizenship education between qualification, socialization, and subjectification. In A. Peterson, G. Stahl, & H. Soong (Eds.), The Palgrave handbook of citizenship and education (pp. 1–15). Macmillan.
Franch, S. (2020). Global citizenship education discourses in a province in northern Italy. International Journal of Development Education and Global Learning, 12(1), 21–36.
Gardner-McTaggart, A., & Palmer, N. (2017). Global citizenship education, technology, and being. Globalisation, Societies and Education, 16(2), 268–281.
Geboers, E., Geijsel, F., Admiraal, W., & ten Dam, G. (2013). Review of the effects of citizenship education. Educational Research Review, 9, 158–173.
Goren, H., & Yemini, M. (2017). Global citizenship education redefined: A systematic review of empirical studies on global citizenship education. International Journal of Educational Research, 82, 170–183.
Guba, E. G. (1981). Criteria for assessing the trustworthiness of naturalistic inquiries. Educational Communication and Technology, 29(2), 75–91.
Joris, M., & Agirdag, O. (2019). In search of good citizenship education: A normative analysis of the International Civic and Citizenship Education Study (ICCS). European Journal of Education, 54(2), 287–298.
Katzarska-Miller, I., & Reysen, S. (2018). Inclusive global citizenship education: Measuring types of global citizens. Journal of Global Citizenship and Equity Education, 6(1), 1–23.
Maruyama, G., & Ryan, C. S. (2014). Research methods in social relations (8th ed.). Wiley.
Mayring, P. (2000). Qualitative content analysis. Forum: Qualitative Social Research, 1(2), 66.
Mittendorff, K., & Kienhuis, M. (2014). Bouwstenen voor SLB: van visie naar praktijk [Learning outcomes: from vision to practice]. OnderwijsInnovatie, 16(4), 66.
Munniksma, A., Dijkstra, A. B., Van der Veen, I., Ledoux, G., Van de Werfhorst, H., & Ten Dam, G. (2017). Burgerschap in het voorgezet onderwijs: Nederland in vergelijkend perspectief [Citizenship in secondary education: A comparative perspective in the Netherlands]. Amsterdam University Press.
Niens, U., O’Connor, U., & Smith, A. (2013). Citizenship education in divided societies: teachers’ perspectives in Northern Ireland. Citizenship Studies, 17(1), 128–141.
Nieuwelink, H. (2018). Hoe ziet het burgerschapsonderwijs in Amsterdam eruit? Een onderzoek naar de opvattingen van leraren [How is citizenship education in Amsterdam: A research into teachers’ views]. Hogeschool van Amsterdam.
Nieuwelink, H. (2019). Burgerschapsonderwijs en maatschappijleer: betekenis, wetgeving en onderzoek [Citizenship education and societal education: Meaning, legal framework and research]. In R. van den Boorn (Ed.), Handboek Vakdidactiek Maatschappijleer [Handbook of the didactics of societal education] (pp. 71–96). ProDemos.
Nieuwelink, H., Boogaard, M., Dijkstra, A. B., Kuiper, E. J., & Ledoux, G. (2016). Onderwijs in burgerschap: Wat scholen kunnen doen: Lessen uit wetenschap en praktijk [Citizenship education: What schools can do. Lessons from research and practice]. Kohnstamm Instituut.
O’Brien, K., Selboe, E., & Hayward, B. M. (2018). Exploring youth activism on climate change: Dutiful, disruptive, and dangerous dissent. Ecology and Society, 23(3), 42.
Oxfam (2006). Education for global citizenship: A guide for schools. https://www.oxfam.org.uk/education/resources/education-for-global-citizenship-a-guide-for-schools
Oxley, L., & Morris, P. (2013). Global citizenship: A typology for distinguishing its multiple conceptions. British Journal of Educational Studies, 61(3), 301–325.
Pashby, K., Costa, M., Stein, S., & Andreotti, V. (2020). A meta-review of typologies of global citizenship education. Comparative Education, 56(2), 144–164.
Rapoport, A. (2010). We cannot teach what we don’t know: Indiana teachers talk about global citizenship education. Education, Citizenship and Social Justice, 5(3), 179–190.
Roberts, J. T., Hite, A., & Chorev, N. (2014). The globalization and development reader: Perspective on development and global change (2nd ed.). Wiley/Blackwell.
SLO [Stichting Leerplan Ontwikkeling/ National Expertise Center for Curriculum Development] (2019). Burgerschap [Citizenship]. https://www.slo.nl/thema/meer/burgerschap/
UNESCO (2014). Global Citizenship Education: Preparing learners for the challenges of the 21st century. https://unesdoc.unesco.org/ark:/48223/pf0000227729
UNESCO (2015). Global Citizenship Education: Topics and learning objectives. https://unesdoc.unesco.org/ark:/48223/pf0000232993?posInSet=1&queryId=b4ba544c-fe48-48fb-b18b-b77f7c9306a7
Veugelers, W. (2007). Creating critical-democratic citizenship education: Empowering humanity and democracy in Dutch education. Compare: A Journal of Comparative and International Education, 37(1), 105–119.
Zahabioun, S., Yousefy, A., Yarmohammadian, M., & Keshtiaray, N. (2013). Global citizenship education and its implications for curriculum goals at the age of globalization. International Education Studies, 6(1), 195–206.
Author information
Authors and Affiliations
Corresponding author
Additional information
Publisher's Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
About this article
Cite this article
Duarte, J. “Global citizenship means different things to different people”: Visions and implementation of global citizenship education in Dutch secondary education. Prospects 53, 407–424 (2023). https://doi.org/10.1007/s11125-021-09595-1
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11125-021-09595-1