Schools promoting global citizenship: analysis of practices awarded by the national award of Development Education in Cantabria (North of Spain)
Research on Global Citizenship Education (GCE) has shown that although its theoretical focus has great critical and transformative potential, this is not always reflected in educational practices. This article analyses GCE practices in Spanish schools from a qualitative research approach. Teachers f...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2025 |
| País: | España |
| Institución: | Universidad de Cantabria (UC) |
| Repositorio: | UCrea Repositorio Abierto de la Universidad de Cantabria |
| Idioma: | inglés |
| OAI Identifier: | oai:repositorio.unican.es:10902/36425 |
| Acceso en línea: | https://hdl.handle.net/10902/36425 |
| Access Level: | acceso abierto |
| Palabra clave: | Global citizenship education Development education Generations approach Primary schools Social justice |
| Sumario: | Research on Global Citizenship Education (GCE) has shown that although its theoretical focus has great critical and transformative potential, this is not always reflected in educational practices. This article analyses GCE practices in Spanish schools from a qualitative research approach. Teachers from five schools from Cantabria were selected due to having received the Development Education national award. The analysis carried out facilitates dialogue between international and national research which has been evolving based on the “generations approach” of Development Education. The results identify a diversity of practices and approaches and highlight the need for further research in order to truly explore their transformative potential. |
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