Journal of Global Citizenship & Equity Education, Vol 6, No 1 (2018)

Lessons from Los Angeles: Self-Study on Teaching University Global Citizenship Education to Challenge Authoritarian Education, Neoliberal Globalization and Nationalist Populism

Jason Nunzio Dorio


Humanity and our planet faces a number of growing interconnected problems as well as opportunities exacerbated by globalization(s), which demand new paradigms of teaching and learning. Despite criticisms, global citizenship education (GCE) has been offered as an attempt to assist policy makers and practitioners to address complex global problems through education. Filling a void on empirical research of teaching university GCE in the United States and guided by such questions as what should be the roles and responsibilities of universities in addressing global problems and how should teacher education programs incorporate pedagogies of GCE, the author offers preliminary findings from a qualitative self-study on teaching GCE to undergraduates in Los Angeles.Before exploring critical approaches to GCE, the author examines challenges of authoritarian education, neoliberal globalization and nationalist populism that GCE confronts. Moreover, the author illuminates pedagogical themes of critical GCE that emerged from the research, and considers models of critical GCE and why they deserve more attention throughout US universities, specifically within teacher education programs and schools/departments of education.


critical global citizenship education; university teacher education; critical pedagogy; self-study; United States

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