Global Citizenship Education Beyond the Curriculum: Interdisciplinary Methodologies, School Culture and Educational Leadership
Özet
Müfredatın Ötesinde Küresel Vatandaşlık Eğitimi: Disiplinlerarası Metodolojiler, Okul Kültürü ve Eğitim Liderliği başlıklı bu bölüm, küresel vatandaşlık eğitimini (KVE) müfredat tasarımının ötesine taşıyarak okul kültürü ve eğitim liderliği perspektifinden ele almaktadır. Küreselleşmenin vatandaşlık anlayışını dönüştürdüğü günümüzde, KVE; kültürlerarası anlayış, sosyal adalet, sürdürülebilirlik ve insan hakları gibi çok boyutlu kavramları kapsamaktadır. Bölüm, disiplinlerarası ve belge analizine dayalı nitel bir yöntem benimseyerek psikoloji, sosyoloji, siyaset bilimi ve çevre araştırmaları gibi farklı alanlardan derlenen kuramsal yaklaşımları sentezlemektedir. Türkiye bağlamında KVE’nin büyük ölçüde değerler eğitimi ve insan hakları dersleri gibi dolaylı kanallar aracılığıyla verildiği görülmektedir. Ancak mevcut uygulamalar bilişsel kazanımlara odaklanmakta; etik muhakeme, eleştirel düşünce ve eylem odaklı öğrenme boyutları yeterince ele alınmamaktadır. Bölüm, demokratik okul iklimine sahip, katılımcı karar alma mekanizmaları işleten ve liderlik vizyonunu küresel yeterliliklerle uyumlu hale getiren okulların KVE’yi daha etkili biçimde hayata geçirebildiğini ortaya koymaktadır. Politika önerileri arasında KVE’nin müfredatta açıkça yer alması, öğretmen yetiştirme programlarının yeniden yapılandırılması ve okul yöneticilerinin etik liderlik rolleri üstlenmesinin teşvik edilmesi yer almaktadır.
The chapter Global Citizenship Education Beyond the Curriculum: Interdisciplinary Methodologies, School Culture and Educational Leadership examines GCE beyond curriculum design, foregrounding school culture and educational leadership as critical institutional conditions for its sustainable implementation. Acknowledging how globalization has transformed citizenship into a dynamic, morally grounded identity, the study situates GCE within a multifaceted framework encompassing intercultural understanding, social justice, sustainability, and human rights. Employing an interdisciplinary, literature- based methodology that draws on psychology, sociology, political science, and environmental studies, the chapter synthesizes theoretical trends and policy documents through qualitative document analysis. In the Turkish context, GCE is largely delivered indirectly through values education and human rights courses, with current practices overly focused on cognitive outcomes while neglecting ethical reasoning, critical thinking, and action-oriented dimensions. The chapter demonstrates that schools with democratic climates, participatory decision-making, and leadership vision aligned with global competencies implement GCE far more effectively. Policy recommendations include restructuring GCE as an explicit interdisciplinary framework, reforming teacher training to incorporate practice-based pedagogies, and encouraging school administrators to adopt ethical leadership roles that embed global citizenship values into institutional culture and organizational routines.
Referanslar
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Andreotti, V. (2014). Soft versus critical global citizenship education. In S. McCloskey (Eds.), Development education in policy and practice (pp. 21–31). London, UK: Palgrave Macmillan.
Andreotti, V. D. O. (2021). Depth education and the possibility of global citizenship education otherwise. Globalisation, Societies and Education, 19(4), 496–509. https://doi.org/10.1080/14767724.2021.1904214
Aypay, A. (2015). Eğitimde neoliberal politikalar ve etkileri. Eğitim ve Bilim, 40(178), 1–15.
Bamber, P., Bullivant, A., Clark, A., & Lundie, D. (2018). Educating Global Britain: Perils and Possibilities Promoting ‘National’ Values through Critical Global Citizenship Education. British Journal of Educational Studies, 66(4), 433–453. https://doi.org/10.1080/00071005.2018.1533097
Banks, J. A. (2008). Diversity, group identity, and citizenship education in a global age. Educational Researcher, 37(3), 129-139.
Banks, J. A. (2017). Diversity and citizenship education: Global perspectives (2nd ed.). Hoboken, NJ: Wiley.
Begley, P. T. (2004). Understanding valuation processes: Exploring the ethical dimensions of leadership. International Studies in Educational Administration, 32(2), 3-19.
Biesta, G. (2011). Learning democracy in school and society. Rotterdam, Netherlands: Sense Publishers.
Bourn, D. (2015). The theory and practice of global learning. London, UK: Development Education Research Centre, Institute of Education, University of London.
Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40. https://doi.org/10.3316/QRJ0902027
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Bush, T. (2011). Theories of educational leadership and management (4th ed.). London: Sage.
Çayır, K., & Gürkaynak, İ. (2018). Küresel vatandaşlık eğitimi: Türkiye’de öğretmenlerin algıları ve uygulamaları. İstanbul: İstanbul Bilgi Üniversitesi Yayınları.
Çeriz, A. (2024). Küreselleşme Çağında sosyal bilgiler müfredatını vatandaşlık eğitimi bağlamında yeniden değerlendirme. Nizip Eğitim Fakültesi Dergisi, 1(1), 49-61.
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Gaudelli, W. (2016). Global citizenship education: Everyday transcendence. New York, NY: Routledge.
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González-Valencia, G., Massip Sabater, M., & Santisteban Fernández, A. (2022). Critical global citizenship education: A study on secondary school students. Frontiers in Education, 7, 867113. https://doi.org/10.3389/feduc.2022.867113
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https://doi.org/10.1177/1746197911432594
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. https://doi.org/10.1016/j.ijer.2017.02.004
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Hallinger, P. (2011). Leadership for learning: Lessons from 40 years of empirical research. Journal of Educational Administration, 49(2), 125-142. https://doi.org/10.1108/09578231111116699
Hallinger, P. (2018). Bringing context out of the shadows of leadership. Educational Management Administration & Leadership, 46(1), 5–24. https://doi.org/10.1177/1741143216670652
Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. New York, NY: Teachers College Press.
Hodgkinson, C. (1991). Educational leadership: The moral art. Albany, NY: SUNY Press.
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Kan, Ç. (2009). Sosyal bilgiler eğitiminde küresel vatandaşlık. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 26(26), 25-30.
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https://doi.org/10.12738/estp.2014.4.2035
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Kesik, F., & Bayram, A. (2015). Eğitim sisteminin eleştirel pedagoji perspektifinden bir değerlendirmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 11(3).
Leithwood, K., & Jantzi, D. (2005). A review of transformational school leadership research. Leadership and Policy in Schools, 4(3), 177-199. https://doi.org/10.1080/15700760500244769
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Monzó-Martínez, A., Ortiz-Cermeño, E., & Martínez-Agut, M. P. (2024). Global citizenship education and its role in sustainability at the university level. Education Sciences, 14(8), 847. https://doi.org/10.3390/educsci14080847
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Referanslar
Akarsu, A. H. (2025). Türkiye yüzyılı maarif modeli sosyal bilgiler öğretim programı’nda çokkültürlülük ve temsiller. Yaşadıkça Eğitim, 39(3), 817-840.
Andreotti, V. (2014). Soft versus critical global citizenship education. In S. McCloskey (Eds.), Development education in policy and practice (pp. 21–31). London, UK: Palgrave Macmillan.
Andreotti, V. D. O. (2021). Depth education and the possibility of global citizenship education otherwise. Globalisation, Societies and Education, 19(4), 496–509. https://doi.org/10.1080/14767724.2021.1904214
Aypay, A. (2015). Eğitimde neoliberal politikalar ve etkileri. Eğitim ve Bilim, 40(178), 1–15.
Bamber, P., Bullivant, A., Clark, A., & Lundie, D. (2018). Educating Global Britain: Perils and Possibilities Promoting ‘National’ Values through Critical Global Citizenship Education. British Journal of Educational Studies, 66(4), 433–453. https://doi.org/10.1080/00071005.2018.1533097
Banks, J. A. (2008). Diversity, group identity, and citizenship education in a global age. Educational Researcher, 37(3), 129-139.
Banks, J. A. (2017). Diversity and citizenship education: Global perspectives (2nd ed.). Hoboken, NJ: Wiley.
Begley, P. T. (2004). Understanding valuation processes: Exploring the ethical dimensions of leadership. International Studies in Educational Administration, 32(2), 3-19.
Biesta, G. (2011). Learning democracy in school and society. Rotterdam, Netherlands: Sense Publishers.
Bourn, D. (2015). The theory and practice of global learning. London, UK: Development Education Research Centre, Institute of Education, University of London.
Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40. https://doi.org/10.3316/QRJ0902027
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Bush, T. (2011). Theories of educational leadership and management (4th ed.). London: Sage.
Çayır, K., & Gürkaynak, İ. (2018). Küresel vatandaşlık eğitimi: Türkiye’de öğretmenlerin algıları ve uygulamaları. İstanbul: İstanbul Bilgi Üniversitesi Yayınları.
Çeriz, A. (2024). Küreselleşme Çağında sosyal bilgiler müfredatını vatandaşlık eğitimi bağlamında yeniden değerlendirme. Nizip Eğitim Fakültesi Dergisi, 1(1), 49-61.
Davies, I., Evans, M., & Reid, A. (2005). Globalising citizenship education? A critique of ‘global education’and ‘citizenship education’. British Journal of Educational Studies, 53(1), 66-89.
Davies, L. (2006). Global citizenship: Abstraction or framework for action? Educational Review, 58(1), 5-25.
https://doi.org/10.1080/00131910500352623
Dower, N. & Williams, J. (2002). Introduction, in: N. Dower & J. Williams (Eds). Global citizenship: a critical introduction (New York: Routledge).
Egüz, Ş. (2016). Sosyal bilgiler öğretmen adaylarının küresel vatandaşlık eğitimine yönelik algıları. Uluslararası Avrasya Sosyal Bilimler Dergisi, 7(24).
Fullan, M. (2014). The principal: Three keys to maximizing impact. San Francisco, CA: Jossey-Bass.
Gaudelli, W. (2016). Global citizenship education: Everyday transcendence. New York, NY: Routledge.
Gaudelli, W., & Fernekes, W. (2023). Global citizenship education and teacher education. Teaching and Teacher Education, 125, 104062.
González-Valencia, G., Massip Sabater, M., & Santisteban Fernández, A. (2022). Critical global citizenship education: A study on secondary school students. Frontiers in Education, 7, 867113. https://doi.org/10.3389/feduc.2022.867113
Goren, A., & Aksoy, S. (2012). Citizenship education in Turkey: Global citizenship and diversity. Education, Citizenship and Social Justice, 7(1), 41-55.
https://doi.org/10.1177/1746197911432594
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. https://doi.org/10.1016/j.ijer.2017.02.004
Gürbüz, G. (2022). Öğretmen adaylarının küresel sorunlara ilişkin küresel sosyal sorumluluk düzeyleri ve görüşlerinin incelenmesi (Master's thesis, Inonu University (Turkey).
Hadjichambis, A. C., Reis, P., Paraskeva-Hadjichambi, D., Činčera, J., Boeve-de Pauw, J., Gericke, N., & Knippels, M. C. (Eds.). (2020). Conceptualizing environmental citizenship for 21st century education. Springer Nature. https://doi.org/10.1007/978-3-030-20249-1
Hallinger, P. (2011). Leadership for learning: Lessons from 40 years of empirical research. Journal of Educational Administration, 49(2), 125-142. https://doi.org/10.1108/09578231111116699
Hallinger, P. (2018). Bringing context out of the shadows of leadership. Educational Management Administration & Leadership, 46(1), 5–24. https://doi.org/10.1177/1741143216670652
Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. New York, NY: Teachers College Press.
Hodgkinson, C. (1991). Educational leadership: The moral art. Albany, NY: SUNY Press.
Howell, A. J., & Buro, K. (2015). Measuring and predicting student well-being: Further evidence in support of the flourishing scale and the scale of positive and negative experiences. Social Indicators Research, 121(3), 903-915. https://doi.org/10.1007/s11205-014-0663-1
Jabareen, Y. (2009). Building a conceptual framework: Philosophy, definitions, and procedure. International Journal of Qualitative Methods, 8(4), 49-62. https://doi.org/10.1177/160940690900800406
Kan, Ç. (2009). Sosyal bilgiler eğitiminde küresel vatandaşlık. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 26(26), 25-30.
Karaman Kepenekci, E. (2014). Teachers’ views on citizenship and human rights education in Turkey. Educational Sciences: Theory & Practice, 14(4), 1343-1352.
https://doi.org/10.12738/estp.2014.4.2035
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.
Kesik, F., & Bayram, A. (2015). Eğitim sisteminin eleştirel pedagoji perspektifinden bir değerlendirmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 11(3).
Leithwood, K., & Jantzi, D. (2005). A review of transformational school leadership research. Leadership and Policy in Schools, 4(3), 177-199. https://doi.org/10.1080/15700760500244769
Leithwood, K., Harris, A., & Hopkins, D. (2008). Seven strong claims about successful school leadership. School Leadership & Management, 28(1), 27-42.
https://doi.org/10.1080/13632430701800060
Maxwell, J. A. (2012). A realist approach for qualitative research. Sage.
Millî Eğitim Bakanlığı. (2018). Öğretim programları. Ankara: MEB.
Misiaszek, G. W. (2021). Ecopedagogy: Critical environmental teaching for planetary justice and global sustainable development. Bloomsbury Academic.
Monzó-Martínez, A., Ortiz-Cermeño, E., & Martínez-Agut, M. P. (2024). Global citizenship education and its role in sustainability at the university level. Education Sciences, 14(8), 847. https://doi.org/10.3390/educsci14080847
O’Cadiz, M. D. P., Pescador, O., & Schugurensky, D., et al. (2022). Teaching values, valuing experience: A pedagogical model from the Global South to address the ethical dimension of citizenship education. Prospects. https://doi.org/10.1007/s11125-021-09592-4
OECD. (2018). Preparing our youth for an inclusive and sustainable world: The OECD global competence framework. Paris, France: OECD Publishing.
Osler, A., & Starkey, H. (2010). Teachers and human rights education. Stoke-on-Trent, UK: Trentham Books.
Oxfam. (2015). Education for global citizenship: A guide for schools. Oxford: Oxfam GB.
Oxley, L., & Morris, P. (2013). Global citizenship: A typology for distinguishing its multiple conceptions. British Journal of Educational Studies, 61(3), 301-325. https://doi.org/10.1080/00071005.2013.798393
Pashby, K., & Costa, M. (2021). Interfaces of critical global citizenship education in research about secondary schools in “global North” contexts. Globalisation, Societies and Education, 19(4), 379-392. https://doi.org/10.1080/14767724.2021.1904213
Pashby, K., Costa, M., & Stein, S., et al. V. (2020). A meta-review of typologies of global citizenship education. Comparative Education, 56(2), 144-164. https://doi.org/10.1080/03050068.2020.1723352
Pashby, K., Costa, M., Stein, S., & Andreotti, V. (2021). Mobilising global citizenship education for alternative futures in challenging times: An introduction. Globalisation, Societies and Education, 19, 371–378. https://doi:10.1080/14767724.2021.1925876
Pizmony-Levy, O., & Kosciw, J. G. (2016). School climate and the experience of LGBT students: A comparison of the United States and Israel. Journal of LGBT Youth, 13(1–2), 46-66. https://doi.org/10.1080/19361653.2015.1108258
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