Bend without breaking: Applying critical reflexive practice in global citizenship education

Authors

Gary Pluim, Ontario Institute for Studies in Education of the University of Toronto, Canada
Angela MacDonald, Ontario Institute for Studies in Education of the University of Toronto, Canada
Sarfaroz Niyozov, Aga Khan UniversityFollow

Document Type

Book Chapter

ISBN

978-1-928167-01-3

Editor

David Montemurro, Mira Gambhir, Mark Evans, and Kathryn Broad

Publication (Name of Journal)

Inquiry into practice: Learning and teaching global matters in local classrooms

Department

Institute for Educational Development, Karachi

Publisher

Ontario Institute for Studies in Education of the University of Toronto (OISE)

City

Toronto

Abstract

This study investigated the benefits and challenges of critical reflexive practice (CRP) within the context of global citizenship education curricula. The participants included two instructors of an OISE global and international education course, four teachers who were former teacher candidates in that course, and four groups of K–12 students who were taught by those teachers. The data were collected between 2010 and 2013 during a period when participants were teaching and learning about CRP. The key finding of this study is that CRP enabled teachers to probe notions of perspective and difference and engage more deeply with their own and their students’ identities. In this paper we discuss this central finding and examine its implications for critical global citizenship education.

Comments

This work was published before the author (Sarfaroz Niyozov) joined Aga Khan University.

Recommended Citation

Pluim, G., McDonald, A., & Niyozov, S. (2014). Bend without breaking: Applying critical reflexive practice in global citizenship education. In D. Montemurro, M. Gambhir, M. Evans, and K. Broad. (Eds.), Inquiry into practice: Learning and teaching global matters in local classrooms. Toronto : OISE.