Titlebook: Global Citizenship Education; Critical and Interna Abdeljalil Akkari,Kathrine Maleq Book‘‘‘‘‘‘‘‘ 2020 The Editor(s) (if applicable) and The

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書目名稱Global Citizenship Education影響因子(影響力)




書目名稱Global Citizenship Education影響因子(影響力)學科排名




書目名稱Global Citizenship Education網(wǎng)絡公開度




書目名稱Global Citizenship Education網(wǎng)絡公開度學科排名




書目名稱Global Citizenship Education被引頻次




書目名稱Global Citizenship Education被引頻次學科排名




書目名稱Global Citizenship Education年度引用




書目名稱Global Citizenship Education年度引用學科排名




書目名稱Global Citizenship Education讀者反饋




書目名稱Global Citizenship Education讀者反饋學科排名

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Three Educational Approaches Responding to Globalization in Japan and policymakers. This chapter analyzes these three approaches to education by identifying their contradictions and possible links. Whether the belief in a homogeneous national identity is transmitted through education?will also be examined.

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Citizenship Education in Post-conflict Contexts: The Case of Algerianges of citizenship education following Algeria’s ‘Black Decade’ civil war that ended at the start of this millennium. At that time, civic identity was very much influenced by a growing rejection of religious extremism. Finally, we discuss multi-level case?studies of educational reforms related to c

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Women’s Rights, Democracy and Citizenship in Tunisiad challenges. We believe that the analysis of the role and place of women as citizens in the democratic process in Tunisia is the . condition to better understand the persistent ambiguities, barriers and issues the country currently faces.

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Global Citizenship Education in Canada and the U.S.: From Nation-Centric Multiculturalism to Youth Eing yet another tool for hegemony by the Global North on the Global South, as dominant groups have long defined citizenship. We conclude by proposing that?to realize GCE in these two countries, teacher/practitioner and local, national, and international actors must engage youth, and in doing so, pow

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https://doi.org/10.1007/978-3-322-88164-9 and policymakers. This chapter analyzes these three approaches to education by identifying their contradictions and possible links. Whether the belief in a homogeneous national identity is transmitted through education?will also be examined.