Glocal citizenship education in lower secondary school. A case study in the Canton of Ticino (Switzerland)
[eng] Several countries have been expanding civic education beyond a national focus by incorporating a more global perspective at primary and secondary school levels. This trend is especially in Western democracies primarily due to the challenges related to multiculturalism, migration, and other iss...
| Autor: | |
|---|---|
| Tipo de recurso: | tesis doctoral |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | España |
| Institución: | Universidad de Barcelona |
| Repositorio: | Dipòsit Digital de la UB |
| OAI Identifier: | oai:diposit.ub.edu:2445/193281 |
| Acceso en línea: | https://hdl.handle.net/2445/193281 http://hdl.handle.net/10803/687617 |
| Access Level: | acceso abierto |
| Palabra clave: | Educació cívica Desenvolupament professional Formació del professorat Currículums (Ensenyament) Civics education Career development Teacher training Curricula (Courses of study) |
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Glocal citizenship education in lower secondary school. A case study in the Canton of Ticino (Switzerland) |
| title |
Glocal citizenship education in lower secondary school. A case study in the Canton of Ticino (Switzerland) |
| spellingShingle |
Glocal citizenship education in lower secondary school. A case study in the Canton of Ticino (Switzerland) Grano, Palma Educació cívica Desenvolupament professional Formació del professorat Currículums (Ensenyament) Civics education Career development Teacher training Curricula (Courses of study) |
| title_short |
Glocal citizenship education in lower secondary school. A case study in the Canton of Ticino (Switzerland) |
| title_full |
Glocal citizenship education in lower secondary school. A case study in the Canton of Ticino (Switzerland) |
| title_fullStr |
Glocal citizenship education in lower secondary school. A case study in the Canton of Ticino (Switzerland) |
| title_full_unstemmed |
Glocal citizenship education in lower secondary school. A case study in the Canton of Ticino (Switzerland) |
| title_sort |
Glocal citizenship education in lower secondary school. A case study in the Canton of Ticino (Switzerland) |
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Grano, Palma |
| author |
Grano, Palma |
| author_facet |
Grano, Palma |
| author_role |
author |
| dc.contributor.none.fl_str_mv |
Sancho, Juana Ma. Prats Gil, Enric Universitat de Barcelona. Facultat d'Educació |
| dc.subject.none.fl_str_mv |
Educació cívica Desenvolupament professional Formació del professorat Currículums (Ensenyament) Civics education Career development Teacher training Curricula (Courses of study) |
| topic |
Educació cívica Desenvolupament professional Formació del professorat Currículums (Ensenyament) Civics education Career development Teacher training Curricula (Courses of study) |
| description |
[eng] Several countries have been expanding civic education beyond a national focus by incorporating a more global perspective at primary and secondary school levels. This trend is especially in Western democracies primarily due to the challenges related to multiculturalism, migration, and other issues associated with globalization. Thus, glocal citizenship education (CE) offers a situated, historical and critical perspective, essential to accompanying students as they become citizens committed to local, global, and translocal issues. This doctoral thesis is the result of educational research that starts from an interest in glocal CE in the context of Ticino with an emphasis on the perspectives of lower secondary school teachers to outline some critical elements for teacher professional development in glocal CE. In this qualitative study, among the main objectives, there is the identification of the attitudes, possibilities, and difficulties pictured by the teachers when implementing glocal CE. It also considers their knowledge of CE. The study also includes two additional levels, namely the regional context and the school of the teachers participating in the study. It allowed gaining a more complex understanding of teacher professional development needs and understanding of the visions of CE embedded in these contexts. This case study uses different methods of information gathering (documental revision, semi-structured interviews with teachers, and key informants). It also contains focus groups of discussion (FGD) and classroom observations with the teachers. In the interviews and FGD, specific art-based research methods are used, such as image-based inquiry and cartography. In addition, the doctoral thesis aimed to provide conceptual reflections on glocal CE and its components. The theoretical framework was fundamental for all the levels of analysis as the part dedicated to teachers’ voices as they play an essential role in research that intends to link theory to practice and social transformation. Resulting from this research, I observed the need to build a coherent discourse around glocal CE at a Cantonal, studied school, and teachers’ levels. Several contradicting visions of CE and its related aspects emerged. Lower secondary school teachers may need professional development to understand, problematize and apply glocal CE in their subject and in interdisciplinary and transdisciplinary manners. It means offering a space for reflection and action in which they can rethink their roles and practices and collaborate in creating ways to implement glocal CE. Professional development linked with research could serve this purpose, and the use of research methods fostering critical learning opportunities for teachers, such as the art-based methods. |
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2022 |
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2022 |
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info:eu-repo/semantics/doctoralThesis info:eu-repo/semantics/publishedVersion |
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doctoralThesis |
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https://hdl.handle.net/2445/193281 http://hdl.handle.net/10803/687617 |
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https://hdl.handle.net/2445/193281 http://hdl.handle.net/10803/687617 |
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Inglés |
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Inglés |
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(c) Grano, Palma, 2023 info:eu-repo/semantics/openAccess |
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(c) Grano, Palma, 2023 |
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openAccess |
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application/pdf |
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Universitat de Barcelona |
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Universitat de Barcelona |
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Tesis Doctorals - Facultat - Educació reponame:Dipòsit Digital de la UB instname:Universidad de Barcelona |
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Universidad de Barcelona |
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Dipòsit Digital de la UB |
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Dipòsit Digital de la UB |
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Glocal citizenship education in lower secondary school. A case study in the Canton of Ticino (Switzerland)Grano, PalmaEducació cívicaDesenvolupament professionalFormació del professoratCurrículums (Ensenyament)Civics educationCareer developmentTeacher trainingCurricula (Courses of study)[eng] Several countries have been expanding civic education beyond a national focus by incorporating a more global perspective at primary and secondary school levels. This trend is especially in Western democracies primarily due to the challenges related to multiculturalism, migration, and other issues associated with globalization. Thus, glocal citizenship education (CE) offers a situated, historical and critical perspective, essential to accompanying students as they become citizens committed to local, global, and translocal issues. This doctoral thesis is the result of educational research that starts from an interest in glocal CE in the context of Ticino with an emphasis on the perspectives of lower secondary school teachers to outline some critical elements for teacher professional development in glocal CE. In this qualitative study, among the main objectives, there is the identification of the attitudes, possibilities, and difficulties pictured by the teachers when implementing glocal CE. It also considers their knowledge of CE. The study also includes two additional levels, namely the regional context and the school of the teachers participating in the study. It allowed gaining a more complex understanding of teacher professional development needs and understanding of the visions of CE embedded in these contexts. This case study uses different methods of information gathering (documental revision, semi-structured interviews with teachers, and key informants). It also contains focus groups of discussion (FGD) and classroom observations with the teachers. In the interviews and FGD, specific art-based research methods are used, such as image-based inquiry and cartography. In addition, the doctoral thesis aimed to provide conceptual reflections on glocal CE and its components. The theoretical framework was fundamental for all the levels of analysis as the part dedicated to teachers’ voices as they play an essential role in research that intends to link theory to practice and social transformation. Resulting from this research, I observed the need to build a coherent discourse around glocal CE at a Cantonal, studied school, and teachers’ levels. Several contradicting visions of CE and its related aspects emerged. Lower secondary school teachers may need professional development to understand, problematize and apply glocal CE in their subject and in interdisciplinary and transdisciplinary manners. It means offering a space for reflection and action in which they can rethink their roles and practices and collaborate in creating ways to implement glocal CE. Professional development linked with research could serve this purpose, and the use of research methods fostering critical learning opportunities for teachers, such as the art-based methods.[spa] Varios países han ampliado la educación para la ciudadanía más allá de un enfoque nacional, incorporando una perspectiva más global en los niveles de enseñanza primaria y secundaria. Esta tendencia se da sobre todo en las democracias occidentales, principalmente debido a los retos relacionados con el multiculturalismo, la migración y otras cuestiones asociadas a la globalización. Así, la educación para la ciudadanía (EC) glocal ofrece una perspectiva situada, histórica y crítica, esencial para acompañar a los estudiantes en su camino hacia la ciudadanía comprometida con los temas locales, globales y translocales. Esta tesis doctoral es el resultado de una investigación educativa que parte de un interés por la EC glocal en el contexto de Ticino con un énfasis en las perspectivas de los profesores de primer ciclo de secundaria para esbozar algunos elementos críticos para el desarrollo profesional del profesorado en la EC glocal. En este estudio cualitativo, entre los principales objetivos, se encuentra la identificación de las actitudes, posibilidades y dificultades percibidas por los profesores a la hora de implementar la EC glocal. También se considera su conocimiento de la EC. El estudio también incluye dos niveles adicionales, a saber, el contexto regional y la escuela de los profesores participantes en el estudio. Esto permitió obtener una comprensión más compleja de las necesidades de desarrollo profesional de los profesores y entender las visiones de la EC integradas en estos contextos. Este estudio de caso utiliza diferentes métodos de recogida de información (revisión documental, entrevistas semiestructuradas con enseñantes e informantes clave). También contiene grupos focales de discusión (GFD) y observaciones en el aula con los profesores. En las entrevistas y GFD se utilizan métodos de investigación específicos basados en el arte, como la investigación basada en imágenes y la cartografía. Además, la tesis doctoral pretende aportar reflexiones conceptuales sobre la EC glocal y sus componentes. El marco teórico ha sido fundamental para todos los niveles de análisis, así como la parte dedicada a las voces de los docentes, ya que juegan un papel esencial en las investigaciones que pretenden vincular la teoría con la práctica y la transformación social. Como resultado de esta investigación, observé la necesidad de construir un discurso coherente acerca de la EC glocal a nivel cantonal, de la escuela estudiada y de los enseñantes. Surgieron varias visiones contradictorias de la EC y sus aspectos relacionados. Los profesores del primer ciclo de secundaria pueden necesitar desarrollo profesional para entender, problematizar y aplicar la EC glocal en su asignatura y de forma interdisciplinar y transdisciplinar. Se trata de ofrecer un espacio de reflexión y acción en el que puedan repensar sus funciones y prácticas y colaborar en la creación de formas de aplicar la EC glocal. El desarrollo profesional vinculado a la investigación podría servir a este propósito, así como el uso de métodos de investigación que fomenten oportunidades de aprendizaje crítico para los profesores, como los métodos basados en las artes.Universitat de BarcelonaSancho, Juana Ma.Prats Gil, EnricUniversitat de Barcelona. Facultat d'Educació2022info:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://hdl.handle.net/2445/193281http://hdl.handle.net/10803/687617Tesis Doctorals - Facultat - Educacióreponame:Dipòsit Digital de la UBinstname:Universidad de BarcelonaInglés(c) Grano, Palma, 2023info:eu-repo/semantics/openAccessoai:diposit.ub.edu:2445/1932812026-05-27T06:46:51Z |
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15,301603 |