A journey in conducting comparative research on education for global citizenship: hermeneutic pathways for understanding through interpretation, dialogue, experience, and reflection
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Abstract
This research note discusses a comparative education investigation on global citizenship education (gce), which is part of a larger project, funded by the Program to Support Projects for Research and Technological Innovation (papiit) from the National Autonomous University of Mexico. The research sought to examine how global citizenship education (gce) is understood and addressed in three countries: Australia (representing the global north) and Mexico and Colombia (representing the global south). The discussion takes the form of a reflection on the research processes and perceptions framed by a hermeneutic theoretical perspective, which foregrounds experience, dialogue, interpretation and reflection as key elements of the research. The study focused on exploring alternative approaches to the dominant neoliberal paradigm of the global north, namely critical, decolonial and intercultural perspectives. The source of information for the research came from policy and curriculum documents and from conversations with Latin American co-researchers, and those in local school communities. The argument is made that a form of critical pedagogy can enable teachers and students to meaningfully engage with issues that have relevance to their communities as citizens, such as the preservation of the natural environment, the situation of migrants and refugees, and the integration of first nations knowledge and culture.
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