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This paper aims to explore Chinese female international students’ construction of global citizenship identity by examining their accumulation of cultural capital in different forms from transnational higher education in the UK.

Participant observations and in-depth semi-structured interviews were conducted with Chinese female international students at a British university to explore their experiences with transnational higher education, cultural identities, the construction of global citizenship and perceived future job opportunities.

In this research, participants revealed that accessing a global elite university helps them accumulate institutionalised cultural capital. Embodied cultural cultivation acquired from transnational higher education is justified by students’ experiences in the context of transnational higher education. Rising confidence is shown by the participants’ narration and global-oriented awareness, which is their ability to understand and respect people from diverse cultural backgrounds, which was developed during their studies in the UK. However, they still realise the potentially difficult conversion of cultural capital to real job competitiveness. Recognition of global citizenship identity may be complicated if students plan to return home after studying.

This study provides further insight into the single-child generation of globally mobile Chinese female international students. Participants were aware of the positive accumulation of cultural capital in its embodied and institutionalised forms obtained from the UK higher education system and its contribution to the construction of global citizenship identity. However, the newly constructed global citizenship identity remains complex. Participants question the extent to which the new identity fits into the Chinese social context if they decide to return home.

To the best of the author’s knowledge, the originality of the paper lies in expanding the global citizenship framework with the specific application of Bourdieu’s theory of cultural capital to show Chinese female international students’ study experiences in UK transnational higher education, rather than addressing the Chinese international student experience in general.

This case study illustrates how one social studies teacher used the International Baccalaureate (IB) Middle Years Programme (MYP)' s framework and philosophy to teach for global citizenship. The research question that framed this study was: How is an IB MYP Individuals and Societies (I&S) teacher enacting their perceptions and understanding of global citizenship education? Findings illustrate that this teacher enacted a proactive pedagogy, using her own personal perceptions and what IB MYP offered her through their affective and cognitive frameworks to apply her conceptions of global citizenship education.

The data for this single case study came from teacher semi-structured interviews (Rubin and Rubin, 2012), observations, field notes (Merriam and Tisdell, 2016) and teacher created documents. The goal for the teacher created documents was to provide detail, depth and evidence to support or contrast with what was found in the interviews and observations. Simultaneous, in vivo, and values coding were used to analyze the data and to get an overall picture of what the participant said, believed and practiced. Theories surrounding global citizenship education provided the lens for the study.

The findings are organized according to (1) the way this teacher's developed constructions of global citizenship and global citizenship education and IB led her to use the IB philosophy and framework to shape her beliefs and practices and (2) the way she embraced the tensions and possibilities inherent in her teaching for global citizenship in an IB MYP classroom to teach a proactive form of global citizenship education.

This research provides insight into the curriculum framework of IB MYP and the curriculum and instruction decisions of an I&S teacher. For the global citizenship education field, this study provides an example of how global citizenship can be incorporated into a social studies classroom.

For social studies education, this study uncovered the possibilities present in the curriculum when a teacher is given the space to make their own instructional decisions. This study also gives guidance on how international curriculum frameworks can be utilized for global citizenship education. Finally, this study illustrates teachers must fully subscribe to IB and the MYP as a means of teaching for global citizenship for it to be beneficial.

This study has value because it highlights how a social studies teacher successfully uses an international curriculum framework to teach for global citizenship. Few studies have shown examples of teachers, especially IB MYP teachers, who are committed to teaching for global citizenship and use the tools they are given to center student choice and connect the content to their students' lives. Teachers and researchers will be able to view the pedagogical possibilities inherent in this teacher's global citizenship methods.

The purpose of this paper is to analyse the major development of global citizenship education (GCE) as part of Hong Kong’s secondary school curriculum guidelines, which reveals how it has developed from, first, asking students to understand their responsibilities as citizens to now challenging injustice and inequality in the world. Hong Kong’s curriculum guidelines started to teach GCE as a result of the last civic education guideline issued just before the return of sovereignty to China in 1997. Through documentary analysis, this paper examines how GCE has developed against the backdrop of globalization in Hong Kong’s various secondary school curriculum guidelines.

This study used documentary analysis to examine the developments in the teaching of GCE via Hong Kong’s official secondary school curriculum guidelines. It has studied the aims, knowledge and concepts that are related to GCE by coding the GCE literature and categorizing the findings from the curriculum guidelines.

From the coding and categorizing processes employed, it has been found that GCE in Hong Kong’s official curriculum guidelines has evolved from learning about rights and responsibilities in the 1990s to challenging injustice, discrimination, exclusion and inequality since the late 1990s. Indeed, understanding the world and especially globalization, in terms of comprehending the processes and phenomena through which people around the globe become more connected, has presented challenges for the teaching of civic education. For example, categories of GCE have developed from the simpler expression of concerns about the world to encompass moral obligations and taking action. Similarly, the concerns for the maintenance of peace that were studied initially have since grown and now include work about challenging inequalities and taking action on human rights violations.

This study would have implications for the understanding of GCE in Hong Kong as well as other fast-changing societies in this age of globalization, as civic education curricula need to respond to the impacts of globalization. GCE is an under-researched area, but topics concerning world/international/global affairs have been covered in Hong Kong secondary school curriculum guidelines for several decades.

This study examines whether online asynchronous discussion forums support student’s meaning-making about citizenship in a globalizing world. Citizenship is an increasingly contested identity for young people, yet they have few opportunities in traditional civic education to consider their own citizenship. Although online discussions are considered effective spaces for increasing dialogue and critical thinking between diverse students, there has been little research to understand how effective they are for helping students to construct new understandings of citizenship.

A content analysis approach was used to analyze and code 89 discussion board posts. The Interaction Analysis Model (IAM) coding scheme was used to describe and analyze the quality of knowledge construction that occurred across the posts focusing on different aspects of global citizenship.

The findings demonstrate that the discussion boards produced substantive talks about the meaning of citizenship that in some instances reached the level of new knowledge construction. The students considered different meanings for global citizenship and negotiated positions on key issues. However, the highest levels of knowledge construction were rarely reached.

A major implication is the need to organize and cue discussion boards to support knowledge construction in addition to fostering dialogue.

This study contributes to the role that technology can play in supporting students’ knowledge construction about global citizenship that go beyond the scripted meanings conveyed in civics classes.

This paper aims to unravel how the formation of Hong Kong citizenship intertwines with controversies over global citizenship, national identities and local identity in post-handover Hong Kong. It aims to engage the case study of Hong Kong to the academic dialogue surrounding global citizenship, especially its contested compatibility with national identities and various political communities.

The data of this paper came from the territory-wide survey data conducted by the Public Opinion Programme of the University of Hong Kong (HKUPOP). The study cleans the survey data from 2008 to 2018, performs various regression models and concludes the findings based on longitudinal analyses of the dataset.

Drawing upon the survey data from 2008 to 2018, this study shows that the identities of Hong Kong people, Chinese in general, ethnic Chinese and citizen of Chinese regime demonstrate varying compatibility to the identity of Global citizen. Such discrepancies are more pronounced when the data are broken down into the youth (aged 18-29) and the adults, and a temporal comparison was exercised before and after the Umbrella Movement in 2014. The identity of Global citizen is compatible to the local identity of Hong Kong people when comparing with its congruence with national identities. On the contrary, the statist national identity (citizen of People’s Republic of China) indicates the least level of compatibility with the notion of Global citizen in Hong Kong.

This paper unravels that the identity of global citizen could be more compatible with local identities at sub-national level than the national identities in Hong Kong. While scholarly deliberation of global citizenship contemplates on the moral and political responsibility beyond national interest, the case study of Hong Kong illustrates the multi-facets of national identities, and the local identity at sub-national level could have different compatibilities with the identity of global citizen. The findings could bring research implication to the studies of global citizenship.

The purpose of this paper is to compare the curriculum developments of civic education in three emerging Chinese societies: China and two Special Administrative Regions of Hong Kong and Macao, which are increasingly under the impacts of globalisation in this information world.

The analytical method is used and the following are identified: active and global civic education-related learning units and key themes and main contents in official curriculum guidelines and updated textbooks related to civic education.

A major finding is that elements of both active and global citizenship, such as participation in the community and understanding about the world and thus forming multiple identities, can be found alongside their emphasis on enhancing national citizenship. Thus, ideas of global citizenship and multiple levels of citizenship from local, national to global start to develop in these three Chinese societies.

The implications of such findings of both active and global citizenship, as well as multiple identities, found in these three Chinese societies could be huge for informing civic literature and sociological point of views, in particular, pointing to the next generations receiving a broadened and transcended notion of multiple levels of citizenship, apart from local and national citizenship.

The significance of this paper is that it argues that ideas of active citizenship in terms of community participation and global citizenship have been found in China, Hong Kong and Macao civic education curriculum and textbooks because of the expectations placed on students to compete in a globalized world, though national citizenship and patriotic concerns have been primary concerns. Globalisation makes the world society by impacting on these three Chinese societies for active and global citizenship, though they still retain their particular curricular focusses.

The aspects of global citizenship, education and diversity are framing a paradigm that encapsulates how education can develop the knowledge, skills, values and attitudes of learners needed for securing a world which is more just, peaceful, tolerant, inclusive, secure and sustainable. The determination of students’ attitudes toward global citizenship education and diversity is a phenomenal issue of the past several decades. This study aims to develop an attitude scale to quantify the attitudes of students, the content of courses and instructors toward global citizenship education and diversity.

In this study, the factor structure and internal consistency of “Global Citizenship Education and Diversity Scale” (GCEDS) were analyzed, and validity and reliability of the scale were assessed. Two sample groups of participants were used in the assessment of the scale. The first sample group (exploratory factor analysis group) was composed of 147, and the second group (confirmatory factor analysis [CFA] group) was composed of 257 undergraduate students from three different large public universities in Turkey.

CFA confirmed the structure that emerged in the explanatory factor analysis. In this context, “GCEDS” is a valid and reliable scale.

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.

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.

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

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.

This paper reports a qualitative research study of comparative analysis of global citizenship education (GCE) in two primary schools, one international school in Singapore (Stamford International) and an independent school in Australia (Coastal College). The research focussed on how these two schools implemented GCE through the adoption of international education models, utilising the International Primary Curriculum (IPC) or the International Baccalaureate Programme (IB), creating hybrid curricula. Central to this research is the examination of educational practices, which address global citizenship education in each of the two schools.

Qualitative data from interview transcripts, document analysis, website analysis as well as field notes were analysed both inductively and deductively, teasing out the key themes from interviews, various documents such as policy papers, curriculum materials, syllabuses, the websites and other forms of documents that shed more light on the issues presented. The analysis of each case study began with a brief overview of the global citizenship education policies in the two schools and of their international curricula models, followed by a separate interpretation and juxtaposition of interview data (Phillips and Schweisfurth, 2014).

The key focus is examining the interplay between the global and national, which both schools have acknowledged in their design of the curricula. It is integral to note that globalization differs within different communities around the world with a unique and multifaceted interplay of global and national factors termed as a “global-local nexus”. A key overarching finding relates to the tensions between educational domains and neo-liberal market rationales, which had affected the schools' decisions in curricula and GCE enactment within both schools. Despite their commitment to GCE ideals, schools were mindful about being distinctive and remaining competitive within their educational markets.

In the study, the ideas of hybridity and “mixture and fusion” of curricula elements to generate new practices in local contexts against global influences have been explored. These ideas form the key features of the curriculum design in both schools and of the contexts in which the schools were situated. Even though the selected case study schools were international and independent and were not expected to fully adhere to government guidelines from their respective country’s policies, they were staged against these policies, which in turn influenced the curriculum initiatives and pedagogical approaches of these schools. Thus studying the landscape in which these two schools are situated provided a better understanding of the various influences – geo-political, formal policy, school-specific factors – which contributed to the knowledge base of global citizenship education studies for multi-ethnic nations such as Singapore and Australia.

As more national school systems embrace diversity, an international education approach has been adopted. This study affirms the idea proposed by Hayden, Thompson and Bunnell (2016), that the use of “international” is less relevant in categorising schools that seek to embrace GCE. It is more appropriate to use “cosmopolitan,” as proposed by Rizvi (2008), where the focus is more broadly on acquiring knowledge about cultural trajectories and social identities and reinforcing the idea of global connectivity as is evident in both case study schools. The focus is on understanding and acting on local issues within the “broader context of the global shifts that are reshaping the very nature of localities” (Rizvi, 2008, p. 21). One of the key things to note is that the global and international approaches are seldom enacted in their pure form. Schools that have adopted international education are usually unique and heterogeneous in nature, and what they have done is very much dependent on their histories, their geographical locations and the economic and political statuses. This is evident in both case study schools.

This study has added to the existing literature by providing a rich comparative investigation of global citizenship education in two countries, Australia and Singapore. The research provided the opportunity to study different models of internationally minded schools, with similar GCE ambitions. As the study explored two types of schools in two different countries, there is no claim of generalisability of findings to all the schools in these two countries. However, educators and researchers who are interested in this field could reflect on the themes that have emerged from this study and make an informed decision on the possible transferability to their own contexts.

Besides its contribution to existing literature, the study has also shown that for effective integration of GCE in schools, either in a national or international education system, it is necessary for a comprehensive understanding of the GCE principles. The results drawn from the study indicate that the ambiguity of the concept of GCE can result in different interpretations by school leaders, teachers and students, thus affecting its enactment in schools. In order to better understand and apply GCE, an effective conceptual model would provide a critical understanding of the multi-faceted nature of global citizenship education. A critical GCE requires schools to reflect on the entire curriculum, ensuring a seamless integration of GCE into curricula and practices.

The aim of this paper is to highlight the utility of different sources of learning in informal, formal and non-formal venues in lifelong learning developing under variable contextual conditions. This calls for an integration of two fields that have been isolated for too long, namely, citizenship education and peace education.

Untrue, indoctrinating and even coercive communications negate learning that contributes to the formation of convictions based in conscientization. Political awareness is imperative for strengthening the human being’s influence as an historical subject and participant in present and future social movements.

Traditionally, citizenship education focused on citizens’ understanding of and relation to national political systems and domestic affairs. This focus was later enlarged to both a sub-national civic culture and to international orientations with an increasing interest in the global dimension. Peace education originated in peace research and action embedded in an understanding of peace from a value perspective aiming at transformation towards alternative visions of the future. Learners’ perceptions of problems, conflicts and contradictions ranging from local to global levels are starting points for a politicization approach in peace education.

It is claimed in this paper that this comprehensive approach in peace education is imperative in citizenship education in any society. The rationale for this integration of citizenship and peace education is that becoming and being a citizen involves a lifelong process of learning aiming at increasing political awareness and influence.