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Teaching & Learning Citizenship & Global Education - EDU00038M

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  • Department: Education
  • Module co-ordinator: Prof. Ian Davies
  • Credit value: 20 credits
  • Credit level: M
  • Academic year of delivery: 2018-19

Module summary

This module will give you an understanding of the central role education has in forging more tolerant and inclusive societies by encouraging young people to become informed, socially-connected, ethical and engaged global citizens. There will be a particular focus on teaching, learning and assessing that connects with the ambitions to educate people as global (and local and national) citizens.

Module will run

Occurrence Teaching cycle
A Spring Term 2018-19

Module aims

To introduce students to key ideas about and practices for teaching and learning citizenship and global education (CGE).

Module learning outcomes

You will investigate key ideas, issues and educational practices, covering the content and developing the skills outlined below.

Subject content

  • Teaching and learning CGE through longer established subjects such as History.
  • Issues of bias and indoctrination in teaching and learning CGE.
  • Teaching CGE through school councils (i.e. student voice).
  • Teaching CGE through mock elections.
  • Teaching CGE through community projects.
  • Textbooks for CGE from around the world.
  • Assessing CGE.

Academic and graduate skills

  • Search sources.
  • Understand key ideas.
  • Analyse issues and concepts.
  • Present arguments.
  • Work with others.
  • Manage time efficiently.

Module content

Module Structure (seminar by seminar):

Seminar 1 - An introduction to the module.

We will introduce ourselves; come to terms with what you will have to do during the term and how you can prepare for assessment; and begin to consider the key ideas and issues associated with teaching and learning citizenship and global education.

Seminar 2 - Teaching and learning CGE through longer established subjects such as History.

You will consider whether infusion (or teaching citizenship through another subject) is effective or not.

Seminar 3 - Issues of bias and indoctrination in teaching and learning CGE.

Some suggest that unscrupulous teachers will corrupt young minds by promoting political views in an unprofessional way. Is this actually happening? What do teachers do when using controversial issues in their work?

Seminar 4 - Teaching CGE through school councils (i.e. student voice).

Whereas seminar 2 and 3 focused on classroom work seminars 4, 5 and 6 raise questions about what happens if we operate in whole school or beyond school contexts. School councils may be a way to help young people ‘play’ democracy. We will explore if they are an effective means of educating young people.  

Seminar 5 - Teaching CGE through mock elections.

Most countries declare themselves to be democracies and many allow students to establish mock elections in which students stand as candidates. All students are allowed to vote for one or more of these candidates. We will investigate what may be learned through such an approach to citizenship education.

Seminar 6 - Teaching CGE through community projects.

We will discuss if global citizenship education should take place (at least in part) in connection with members of the community. Should people be invited into the school - if so, who and what for? Should students go into the community (local, national and global) and if so what are the limits of their involvement?

Seminar 7 - Textbooks for CGE from around the world.

We will review textbooks that have been produced in various countries. We will analyse their different approaches to GCE and speculate on their impact.

Seminar 8 - Assessing CGE.

Some have suggested that citizenship education should not be assessed. We will explore the nature and purposes of assessment in global and citizenship education and discuss whether and if so how assessment should or could be practised.

Seminar 9 - Overview and conclusion.

We will review the work we have done throughout the term and try to draw some conclusions and develop some recommendations for the future development of global and international citizenship education.



Task Length % of module mark
N/A 100

Special assessment rules



Task Length % of module mark
N/A 100

Module feedback

You will receive feedback in a range of ways throughout this module. This will include oral feedback in class, responses to posts on the VLE discussion board and written comments on work. You will have the chance to obtain feedback on your writing during the module, and you will have a short one-to-one meeting with a module tutor to discuss assessments.

You will be provided physical written feedback on assignment report sheets as well as them being readily available on the VLE. Feedback in the department will take 4 to 6 weeks.

Indicative reading

Davies, I., Ho, L-C., Kiwan, D., Peck, C. L., Peterson, A., Sant, E., and Waghid, Y. (2018). The Palgrave Handbook of Global Citizenship and Education. London, Palgrave.

Gearon, L. (2007). A practical guide to teaching citizenship in the secondary school. London, Routledge.

Huddleston, T. & Kerr, D. (Eds.) (2006). Making sense of citizenship: A continuing professional development handbook. London: ACT, Citizenship Foundation and Department for Education and Skills.


The information on this page is indicative of the module that is currently on offer. The University is constantly exploring ways to enhance and improve its degree programmes and therefore reserves the right to make variations to the content and method of delivery of modules, and to discontinue modules, if such action is reasonably considered to be necessary by the University. Where appropriate, the University will notify and consult with affected students in advance about any changes that are required in line with the University's policy on the Approval of Modifications to Existing Taught Programmes of Study.

Coronavirus (COVID-19): changes to courses

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