Do words matter?: Using inquiry and the politics of naming to promote critical global citizenship education

Abstract

Purpose

US president Donald J. Trump has referred to the coronavirus disease (COVID-19) as the “Chinese” virus. Trump's choice of terms (i.e. naming) provides an illustrative entry point concerning the politics of naming and how analysis of language used within historical and political contexts can be used to engage students with global education principles.

Design/methodology/approach

This work aims to extend Hanvey's (1976) notion of perspective consciousness to include critical elements (e.g. Andreotti, 2014) that aim to uncover power structures that ultimately shape worldviews and manifest in communicative signs/signals (e.g. language). Utilizing Dewey's invocation of language as the “tool of tools,” the authors provide a series of three classroom-ready inquiries that serve to foster critical global citizenship education.

Findings

Three classroom-ready inquiries informed by the inquiry design model are presented along with resources needed to teach them.

Originality/value

Research has suggested the concept “global” is understood by much of the world as an instrument of US hegemony that commonly normalizes Western supremacy myths (see Andreotti, 2014; Myers, 2006). Running parallel with these concerns are research findings that suggest practitioner avoidance of global citizenship education (see Cogan and Grossman, 2009; Merryfield and Kasai, 2010; Zong, 2009). With these concerns in mind, this work provides teachers with accessible tools that promote critical notions of global citizenship education in the classroom.

Citation

Johnson, A.P. and Hamblin, T. (2022), "Do words matter?: Using inquiry and the politics of naming to promote critical global citizenship education", Social Studies Research and Practice, Vol. 17 No. 1, pp. 50-63. https://doi.org/10.1108/SSRP-07-2020-0028