Publicação
Collaboration in Global Citizenship Education studies: a narrative literature review
| Resumo: | Although recognised in national and international education policies, Global Citizenship Education (GCE) remains a residual presence in the formal curriculum, often restricted to one-off activities focused on the cognitive and socio-emotional dimensions of learning. However, research highlights the potential of collaboration between institutional actors (schools, universities, and civil society organisations) to strengthen a behavioural dimension of learning, which empowers teachers and students to transform local and global realities. This article, based on a Narrative Literature Review (NLR), analyses the characteristics, potential, and challenges of collaborative work in GCE, starting with the question: ‘How is collaboration viewed in GCE studies?’. To this end, a two-stage review was carried out: (1) analysis of articles and chapters in Portuguese, English and Spanish (2012-2024) indexed in six databases; (2) expansion to non-indexed specialised journals. The results show that collaboration in GCE between academic institutions and non-governmental organisations is beneficial in GCE, with intra/inter-institutional and school-community networks standing out as catalysts for pedagogical innovation, knowledge and global competences. However, challenges persist, such as cultural/linguistic barriers, power asymmetries, and financial or technical constraints, which must be considered when designing partnerships in GCE. |
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| Autores principais: | Mourão, Carla Madalena |
| Outros Autores: | Lourenço, Mónica |
| Assunto: | Educação para a Cidadania Global colaboração atores educativos revisão narrativa de literatura Educación para la ciudadanía global colaboración actores educativos revisión narrativa de la literatura Global Citizenship Education educational actors narrative literature review collaboration |
| Ano: | 2025 |
| País: | Portugal |
| Tipo de documento: | artigo |
| Tipo de acesso: | unknown |
| Instituição associada: | Universidade de Aveiro Centro de Investigação Didática e Tecnologia na Formação de Formadores |
| Idioma: | português |
| Origem: | Indagatio Didactica |
| Resumo: | Although recognised in national and international education policies, Global Citizenship Education (GCE) remains a residual presence in the formal curriculum, often restricted to one-off activities focused on the cognitive and socio-emotional dimensions of learning. However, research highlights the potential of collaboration between institutional actors (schools, universities, and civil society organisations) to strengthen a behavioural dimension of learning, which empowers teachers and students to transform local and global realities. This article, based on a Narrative Literature Review (NLR), analyses the characteristics, potential, and challenges of collaborative work in GCE, starting with the question: ‘How is collaboration viewed in GCE studies?’. To this end, a two-stage review was carried out: (1) analysis of articles and chapters in Portuguese, English and Spanish (2012-2024) indexed in six databases; (2) expansion to non-indexed specialised journals. The results show that collaboration in GCE between academic institutions and non-governmental organisations is beneficial in GCE, with intra/inter-institutional and school-community networks standing out as catalysts for pedagogical innovation, knowledge and global competences. However, challenges persist, such as cultural/linguistic barriers, power asymmetries, and financial or technical constraints, which must be considered when designing partnerships in GCE. |
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