UNIVERSITY of GLASGOW

Global Citizenship
 

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Global Citizenship

WELCOME from Harry Blee, Principal Investigator to The Education for Global Citizenship Unit web site.

The story so far

The Global Citizenship Project started as a joint venture between the Faculty of Education of the University of Glasgow and the International Development Education Association of Scotland (IDEAS). The pilot project lasted for three years and was funded by the Department for International Development (DFID).

Why did we do this?

IDEAS and the University of Glasgow's Faculty of Education developed this project in recognition of the growing importance of the role of global citizenship in Scottish education. This was highlighted by a number of initiatives including the National Priorities which cite citizenship; the Education for Citizenship in Scotland discussion and development document; the benchmark statements for Initial Teacher Education; the DFID strategy paper 'Building Support for Development' and the 'Global Dimension in the Curriculum' published by Learning and Teaching Scotland, Scottish Executive Education Department, IDEAS and DFID. Ensuring that these initiatives had a strong global dimension when implemented was a vital part of the project. 

What did the Global Citizenship Project seek to do?

Project aims:

  • establish a model for embedding education for global citizenship in Initial Teacher Education;
     
  • build global citizenship into the philosophy and practice of Initial Teacher Education (ITE);
     
  • provide evidence of the effectiveness of this approach in developing global citizens.

The project already worked closely with staff and students of the Faculty to bring about change to the courses within ITE and the participative structures of the Faculty. By experiencing the principles of citizenship first hand, it was hoped that students would be better prepared to enter teaching and prepare people for the challenges of the 21st century. Partnerships with schools and other agencies such as local authorities were actively encouraged and fostered throughout the project. Research was also an important element of the project and this underpinned the work carried out in the Faculty and beyond.