The pursuit of new citizenship concept in UNESCO's transformative pedagogy: the road to Global Citizenship Education (GCED) in the contemporary context

Makoto Kobayashi

This article aims to explore the importance of the citizenship concept in UNESCO's transformative pedagogy. In its new initiative Global Citizenship Education, UNESCO’s notion of citizenship education finds its most comprehensive and multidisciplinary construction as a new form of identity. One important character of GCED is its whole-person approach which includes cognitive, socio-emotional and behavioural learning. With regard to the socio-emotional competency, the learner’s sense of belonging to the community at different levels and their integration with each other was analyzed as a question of identity education. As a crucial aspect of promoting those transformative pedagogies is to facilitate the capacity building towards intercultural conflict resolution, it is essential to focus on the development of perspective taking as a cognitive prerequisite for empathy and reconciliation in intercultural conflicts.

Japanese Journal of Citizenship Education

Japanese Association for Citizenship Education (JACED)

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55

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2435-9645

2435-9645