Pedagogies for Educating Critical Global Citizens - EDU00038M

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  • Department: Education
  • Credit value: 20 credits
  • Credit level: M
  • Academic year of delivery: 2025-26

Module summary

This module introduces pedagogies for educating critical global citizens, centred on the concept of student voice. Students will critically assess teaching resources and learn about pedagogic strategies to use at the classroom, curriculum, school and community level. Throughout the module there is a focus on critical reflection relating to students’ skill development as well as reflecting on their own education.

Related modules

n/a

Module will run

Occurrence Teaching period
A Semester 1 2025-26

Module aims

To introduce students to pedagogic approaches that can be used to develop critical global citizens, and to support students to develop skills in critical reflection on their practice.

Module learning outcomes

Subject content

Students will be able to:

  1. Describe common approaches to, and concepts in, education for critical global citizenship
  2. Understand how these approaches are embedded in international policy frameworks
  3. Draw on research-informed pedagogies in understanding how to implement these approaches and concepts
  4. Critically assess teaching resources for teaching education for critical citizenship
  5. Explain the purpose of reflection for professional development and critically reflect on skills development during the module

Academic and graduate skills

Students will be able to:

  1. Summarise and critically analyse key ideas from reading
  2. Use critical thinking to discuss
  3. Use reflective practices techniques to assess their own development and identify strengths and areas for improvement
  4. Search and evaluate academic and non-academic sources for appropriateness, credibility, and quality
  5. Manage time efficiently

Indicative assessment

Task % of module mark
Essay/coursework 100

Special assessment rules

None

Indicative reassessment

Task % of module mark
Essay/coursework 100

Module feedback

Students will receive written feedback on their formative and summative assessments, and will have the opportunity to discuss this feedback with their supervisor and the module coordinator.

Indicative reading

Open access resources:

Hart RA (1992) Children’s Participation: From tokenism to citizenship. UNICEF. Available at: https://www.unicef-irc.org/publications/100-childrens-participation-from-tokenism-to-citizenship.html

UNESCO’s resources on Global Citizenship Education: https://en.unesco.org/themes/gced/definition

UNESCO (2015) Global citizenship education: topics and learning objectives. https://unesdoc.unesco.org/ark:/48223/pf0000232993

Crowley A and Moxon D (2017) New and innovative forms of youth participation in decision-making processes. Council of Europe. https://edoc.coe.int/en/youth-in-europe/7625-new-and-innovative-forms-of-youth-participation-in-decision-making-processes.html

FutureLearn. Promoting Democracy: A Guide for Teachers. Available at: https://www.futurelearn.com/courses/promoting-democracy-a-guide-for-teachers

Further indicative reading:

Ayers W, Kumashiro K, Meiners E, et al. (2010) Teaching Toward Democracy: Educators As Agents of Change. London: Taylor & Francis Group.

Abdi AA, Shultz L and Pillay T (2015) Decolonizing Global Citizenship Education. Rotterdam: Brill.

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.