Teaching Difference: Global Citizenship Education within an Elite Single-Sex Context
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| Title: | Teaching Difference: Global Citizenship Education within an Elite Single-Sex Context |
|---|---|
| Language: | English |
| Authors: | Howard, Adam, Freeman, Kayla |
| Source: | International Studies in Sociology of Education. 2020 29(3):204-223. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Global Approach, Citizenship Education, Single Sex Schools, Interaction, Racial Differences, Ethnicity, Gender Differences, Foreign Countries, Social Development, Cultural Awareness, Higher Education, Selective Admission |
| Geographic Terms: | Australia, Chile, Denmark, Ghana, Jordan, Taiwan |
| DOI: | 10.1080/09620214.2020.1748513 |
| ISSN: | 0962-0214 |
| Abstract: | This article employs the concept of 'everyday multiculturalism' to examine what students at an elite school in Australia are taught about working with and across difference through global citizenship education within a single-sex classroom model. The authors explore the ways in which larger social cohesion agendas are reinforced through the meanings and practices of global citizenship education to facilitate increased interactions between different groups around a set of shared values and common practices. The authors illustrate how this approach to global citizenship education and the school's single-sex classroom model both maintain racial, ethnic and gendered divisions within the student body. Within this schooling context, students are not provided the kinds of instructional spaces that promote interdependence and habitual engagement necessary for productively working with and across difference. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1264330 |
| Database: | ERIC |
| Abstract: | This article employs the concept of 'everyday multiculturalism' to examine what students at an elite school in Australia are taught about working with and across difference through global citizenship education within a single-sex classroom model. The authors explore the ways in which larger social cohesion agendas are reinforced through the meanings and practices of global citizenship education to facilitate increased interactions between different groups around a set of shared values and common practices. The authors illustrate how this approach to global citizenship education and the school's single-sex classroom model both maintain racial, ethnic and gendered divisions within the student body. Within this schooling context, students are not provided the kinds of instructional spaces that promote interdependence and habitual engagement necessary for productively working with and across difference. |
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| ISSN: | 0962-0214 |
| DOI: | 10.1080/09620214.2020.1748513 |
