Ausgabe 2/2020, 26. Jahrgang S. 146–151
Who we are matters: An autoethnography of Global Citizenship Education in intersectionally diverse contexts
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This autoethnography explores the pedagogy of Global Citizenship Education (GCE), or Peace Education (PE) in two very diverse contexts. Teaching and learning with the same outcomes in mind in South Central Los Angeles and at an International University requires different praxis to engage deeply with the context. By exploring the relationship between power, privilege and the binary of the global and the local, the author reflects on how to improve teaching practices though critical self-reflection.