Conclusions—Recommendations for Policy and Practice
In this concluding chapter, Sharma brings together the core learning within this book on Asian perspectives for a value-creating global citizenship education that can expand the current emphasis on individual empowerment to a more collective focus on creating value for social-self actualization. This chapter offers suggestions for researchers and practitioners who are interested in pursuing Gandhi studies, Makiguchi/Ikeda/soka studies, and the integration of less widely known perspectives into the discourse and praxis within global citizenship education. Recommendations are made for policy and practice based on the various strands and elements discussed in this work.
KeywordsGlobal citizenship education Learning to live together Soka education Makiguchi Ikeda Gandhi
- Delors, J., et al. (1996). Learning: The treasure within. Paris: UNESCO.Google Scholar
- Hamdon, E., & Jorgenson, S. (2011). Policy implications for global citizenship education in higher education in an age of neo-liberalism. In L. Shultz, A. A. Abdi, & G. H. Richardson (Eds.), Global citizenship education in post-secondary institutions: Theories, practices, and policies (pp. 260–272). New York: Peter Lang.Google Scholar
- Iyer, R. (Ed.). (1991). The essential writings of Mahatma Gandhi. Oxford: Oxford University Press.Google Scholar
- Rorty, R. (1998). Achieving our country: Leftist thought in twentieth-century America. Cambridge, MA: Harvard University Press.Google Scholar
- UNESCO, United Nations Educational Scientific and Cultural Organization. (2015). Global citizenship education: Topics and learning objectives. Paris: UNESCO.Google Scholar