Applying Deweyan Principles to Global Citizenship Education in a Rural Context

Authors

  • Robert A. Waterson West Virginia University
  • Eric D Moffa West Virginia University

Keywords:

global citizenship education, rural education, social studies curriculum, John Dewey, community-based learning, social learning, democracy education

Abstract

Abstract

Global citizenship education (GCE) helps students conceptualize citizenship beyond national boundaries so they are capable of action in dealing with global issues like human rights and environmental sustainability. However, very little literature exists to assist rural teachers in implementing GCE as they face specific challenges due to the context of their schools. This paper identifies challenges rural educators encounter, such as conservative communities and geographic isolation, and details a Deweyan approach to GCE as a means to overcome these challenges. Specifically, we apply Dewey’s democratic and social learning theories to reconceptualize GCE around student, family, and community life to foster a more relevant curriculum that utilizes students’ experiences (Dewey, 1897, 1902, 1938, 1916/2008). It emphasizes the utmost respect for local customs and culture by using them as sources of content for the curriculum while simultaneously extending citizenship thoughts and actions to the global arena. 

Author Biography

Robert A. Waterson, West Virginia University

Associate Professor

Department of Curriculum and Instruction

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Published

2015-08-01

Issue

Vol. 5 No. 1 (2015)

Section

Articles

License

The Journal of International Social Studies, the Official Publication of The International Assembly (IA) of the National Council for the Social Studies (NCSS) will retain the copyright of all published items. Users are free to read, download, copy, distribute, print, search, or link to the full texts of articles, and remix, transform, and build upon the materials for any purpose, provided that attribution is given.