Titlebook: Global Citizenship Education in Australian Schools; Leadership, Teacher Andrew Peterson Book 2020 The Editor(s) (if applicable) and The Au

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https://doi.org/10.1007/978-3-662-64427-0tray how senior leaders, teachers and students understood and approached global citizenship education. The first section of the chapter captures the views of senior leaders and teachers, exploring how they defined and justified global citizenship, how they approached global citizenship education, an

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,Wie entsteht eine Zwangsst?rung?,tray how senior leaders, teachers and students positioned various connections and relationships central to global citizenship education within their practices and experiences. The chapter is divided into two sections—(1) school leaders’ and teachers’ views and (2) students’ views—and three themes ar

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Igelino und das Schlummermonster,nted citizen’ before scoping out several areas in need of further, more detailed empirical research, whether in Australia or elsewhere. In offering these arguments, which look back over the analysis in the previous chapters and look forward to further research, the stance taken is underpinned by two

outset

Introduction,ng a brief context of global citizenship education both globally and in Australia in order to situate the analysis offered in the chapters that follow, arguing that—as with other countries—global citizenship education stands as an important general goal of education and schooling, but that this does

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正面

Understandings of, and Approaches to, Global Citizenship Education,tray how senior leaders, teachers and students understood and approached global citizenship education. The first section of the chapter captures the views of senior leaders and teachers, exploring how they defined and justified global citizenship, how they approached global citizenship education, an

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