Social science teachers’ perceptions and practices of global citizenship education: A case study of primary schools in Bangladesh

Tanjima Rahman; Khairul Islam; Arifur Rahman

doi:10.32674/c7dz0p23

Authors

Tanjima Rahman University of Dhaka
Khairul Islam University of Dhaka
Arifur Rahman Murdoch University, Australia

DOI:

https://doi.org/10.32674/c7dz0p23

Keywords:

Global Citizenship, Global Citizenship Education, Diversity, Inclusion, Respect, Empathy

Abstract

This study investigated social science teachers' perceptions of and practices in global citizenship education (GCED) through a case study of two government primary schools in Bangladesh. The study was qualitative to obtain in-depth insight from the participants. The schools and participants were selected purposively. In-depth interviews were conducted with four social science teachers and two head teachers. Two FGDs were conducted with students, and four classrooms were observed. The data were analyzed thematically, and nine themes emerged, such as knowledge of GCED; perceptions of diversity, empathy, and solidarity; GCED in the curriculum; pedagogies for GCED; cocurricular activities; GCED; student voice, engagement, and GCED; practicing GCED in the classroom and school; practicing equality in and out of the classroom; and ensuring critical pedagogy through student voice and engagement.

Author Biographies

Tanjima Rahman, University of Dhaka

I am Tanjima Rahman. I have completed my Bachelor of Education (B. Ed) and Master of Education (M. Ed) from the Institute of Education and Research (IER), University of Dhaka. I am very passionate about research on social issues. Particularly, my research area covers global citizenship education, social justice, and child rights.
Khairul Islam, University of Dhaka

Md Khairul Islam, PhD., is a Professor and has been working as a faculty member at the Institute of Education and Research (IER), University of Dhaka, Bangladesh since 2010. He holds a PhD degree in the area of right-based pedagogy from the Faculty of Education, Monash University, Melbourne, Australia. He was awarded British Government Commonwealth Scholarship in 2012 and completed his MA in Global and Citizenship Education from the University of York, United Kingdom. He is experienced in qualitative research in the field of Social Science Education. His publications include peer-reviewed book chapters and articles in the area of Social Science Education. His research interests include right-based pedagogies, child rights and child protection, citizenship and human rights education, teacher education, and action research.

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