Overview of the Symposium:
Global Citizenship Education (GCE) is understood as a pedagogical response to the need for addressing contemporary problems from a thicker perspective in which the relationships between systems, people and the natural environment are intertwined in a complex local and global entanglement. This symposium session seeks to share, open up, and critically debate some key issues and findings which have arisen from two research projects on GCE founded by the Spanish Research Council in its call for research proposals focused on Societal Challenges (Grant PID2020-114478RB-C22 and PID2020- 114478RB-C21 funded by MCIN/AEI/ 10.13039/501100011033). The aim of the project is to explore how children and young people construct and experience GCE. In this session we present four papers that bring together theoretical, methodological and practical conclusions for understanding GCE in different educational contexts. The symposium starts with a short introduction to GCE and the research project that supports the ideas presented here. This is followed by four paper presentations that illustrate advances on research on GCE. The symposium concludes with an open discussion and summary of main ideas. We would like this session to be interactive and will welcome differing perspectives on the many ways that GCE can be oriented to encourage educational and social change.
1. Global Citizenship Education: a theoretical exploration of the literature within the Spanish context
This first paper explores the conceptualisation of GCE through a review of the academic literature published between the years 2020 and 2021 in Spanish. The findings of this study are used to identify approaches, discursive trends and key ideas associated to the concept and practice of GCE.
2. Practices and Discourses about Global Citizenship Education in Asturias
The second paper summarizes the results obtained from analysing interviews with representatives from Associations, Foundations and Non-Governmental Organizations working with young people in the field of Education for Development, Global Citizenship and Social Transformation in Asturias. The presentation highlights perceptions from participants, dominant discourses and common practices.
3. Schools promoting Global Citizenship Education in Cantabria
This paper presents an analysis of educational practices in five schools that received the “Vicente Ferrer National Prize for Development Education”, an award given annually by the Spanish Agency for International Development Cooperation (abbreviated in Spanish as AECID). The results identify different practices and approaches and highlight the need for further research in order to explore their truly transformative potential. The analysis carried out facilitates dialogue between international and national research which has evolved based on the “generations approach” within the field of GCE.
4. The experience of Mapping Global Citizenship Education through Social Cartography
In this paper is explained the process of putting into practice a Social Cartography methodology to co-produce a map that represents GCE experiences in schools and social organizations. The paper also discusses findings, challenges, and the possibility of expanding the activity to other context/countries.