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dc.contributor.authorAnastasiadou, Elisavet
dc.contributor.authorMoate, Josephine
dc.contributor.authorHeikkinen, Hannu L.T.
dc.date.accessioned2021-03-29T07:41:02Z
dc.date.available2021-03-29T07:41:02Z
dc.date.issued2022
dc.identifier.citationAnastasiadou, E., Moate, J., & Heikkinen, H. L. (2022). Examining how global citizenship education is prefigured in the Scottish Curriculum for Excellence. <i>Globalisation, Societies and Education</i>, <i>20</i>(3), 388-400. <a href="https://doi.org/10.1080/14767724.2021.1904210" target="_blank">https://doi.org/10.1080/14767724.2021.1904210</a>
dc.identifier.otherCONVID_52588744
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/74877
dc.description.abstractThis study uses the Aristotelian notion of phronesis as a critical lens for examining how global citizenship education is prefigured in the Scottish Curriculum for Excellence. Based on a content analysis of key curriculum documentation, the findings outline the way in which techne and episteme with their associated ways of knowing and acting dominate the curriculum. Nevertheless, the hints of phronesis indicate the potential for developing a more critical form of global citizenship education that prefigures praxis that wisely pursues that which is good for humankind and individual flourishing. This article contributes to the notion of ‘planetary phronesis’ as a critical concept for the further development of global citizenship education.en
dc.format.mimetypeapplication/pdf
dc.languageeng
dc.language.isoeng
dc.publisherTaylor & Francis
dc.relation.ispartofseriesGlobalisation, Societies and Education
dc.rightsCC BY-NC-ND 4.0
dc.subject.otherSkotlanti
dc.subject.otherScotland
dc.subject.otherglobal citizenship
dc.subject.otherphronesis
dc.subject.othercurriculum
dc.subject.othersocial justice
dc.titleExamining how global citizenship education is prefigured in the Scottish Curriculum for Excellence
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202103292210
dc.contributor.laitosKoulutuksen tutkimuslaitosfi
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosFinnish Institute for Educational Researchen
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.laitosDepartment of Educationen
dc.contributor.oppiaineKasvatustiedefi
dc.contributor.oppiaineEducationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.description.reviewstatuspeerReviewed
dc.format.pagerange388-400
dc.relation.issn1476-7724
dc.relation.numberinseries3
dc.relation.volume20
dc.type.versionpublishedVersion
dc.rights.copyright© 2021 the Authors
dc.rights.accesslevelopenAccessfi
dc.subject.ysokansalaiskasvatus
dc.subject.ysoopetussuunnitelmat
dc.subject.ysososiaalinen oikeudenmukaisuus
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p11304
jyx.subject.urihttp://www.yso.fi/onto/yso/p5140
jyx.subject.urihttp://www.yso.fi/onto/yso/p8609
dc.rights.urlhttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.relation.doi10.1080/14767724.2021.1904210


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