A conception of practical global citizenship education: locating and situating ‘allosyncracy’

Palmer, Nicholas (2022) A conception of practical global citizenship education: locating and situating ‘allosyncracy’. Globalisation, Societies and Education. pp. 1-11. ISSN 1476-7724


Abstract

This paper examines practitioners’ experiences of global citizenship education (GCE) in an international baccalaureate (IB) international school and argues that the school’s enactment of GCE constitutes an allosyncratic response. The author defines allosyncracy as the uniqueness of behaviour and temperament demonstrated by groups and individuals in relation to others of difference. Thinking with Jürgen Habermas and Elliot Eisner, the author elaborates allosyncracy and argues that the delineating and expressive properties of the concept form a useful thread for GCE advancement. This research will be of interest to those seeking to develop modes of global engagement, including global citizenship, cosmopolitan education, and international-mindedness.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Files associated with this item cannot be displayed due to copyright restrictions.
Faculty/School / Institute/Centre: No Faculty
Faculty/School / Institute/Centre: No Faculty
Date Deposited: 20 Apr 2022 23:19
Last Modified: 27 Sep 2022 03:09
Uncontrolled Keywords: Global citizenship education, global education, international baccalaureate, Habermas, Eisner, allosyncracy
Fields of Research (2020): 39 EDUCATION > 3901 Curriculum and pedagogy > 390102 Curriculum and pedagogy theory and development
Socio-Economic Objectives (2020): 16 EDUCATION AND TRAINING > 1603 Teaching and curriculum > 160302 Pedagogy
Identification Number or DOI: https://doi.org/10.1080/14767724.2022.2052811
URI: http://eprints.usq.edu.au/id/eprint/47790

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