FUENTE: REVISTA SINERGIAS
Aquí compartimos una reseñá en inglés escrita por Dalila P. Coelho en Revista Sinergias ED.
Boni, Alejandra; Belda-Miquel, Sergio; Calabuig, Carla (2020). Educación para la Ciudadanía Global Crítica. Madrid: Editorial Síntesis.
The Book “Educación para la Ciudadanía Global Crítica”, in English 2, “Critical Global Citizenship Education”, authored by Alejandra Boni, Sergio Belda Miquel and Carola Calabuig is a recent publication, edited in Spain by Editorial Sintesis in 2020. The book was written thinking of a wide range of actors who currently work in the field of Global Citizenship Education (GCE) and Development Education (DE). There is a clear pedagogical intention of making this book a “manual”, in the sense of “a practical guide that explains how something works” and which is “easily transported” 3. The book seeks to combine the theorizing of themes with concrete realities, inviting those who read to think and take ownership of the issues addressed. This should not make us think of this as a recipe book on how to “do” GCE or a superficial, depoliticized approach to this field. Furthermore, the book does not intend to be an exhaustive mapping of everything which can fit in the GCE umbrella (and other alternative designations). On the contrary, Alejandra Boni, Sergio Belda Miquel and Carola Calabuig choose to focus on a specific understanding of GCE: the “critical” GCE. And this was a key decision that helps to fill a gap in a field where “adherence” to a critical view of this education seems to be growing, but not necessarily sustained and leveraged by a theoretical and empirical basis. In reality, many of us who seek other education through GCE, claim a “critical” stance, but in fact it is not always clear what this means. Hence, this work, which is organised in eight chapters, is a contribution to understanding the relevance of pursuing a critical global citizenship education (CGCE).
The first three chapters (1. Evolution and current discourses of DE, 2. Critical global citizenship, and 3. Characteristics of CGCE) frame why this book was written. To this end, the history and trajectory of DE are located, and the positioning of various actors is revisited (including NGOs and government entities), in Spain and at European level. The origin, dimensions and central debates of the DE and global citizenship are also discussed. The explanation of what “critical” GCE means is given in the third chapter. Although there is much more to retain, the authors’ view is well described through the four dimensions they attribute to this education. Critical GCE is comprised by political, ecosystemic, identity and pedagogical dimensions (pp. 43-47), well-articulated in the proposed definition of critical GCE: “the whole process of transformative socialisation (in formal, non-formal and informal spheres) that seeks to promote the practice of critical global citizenship. This practice allows further awareness of the reality and the individual and collective abilities to act on it. It has an ecosystemic and interdependent dimension of life, recognises and appreciates difference; and seeks to change the power relationships that perpetuate impoverishment, oppression, insecurity and inequality at the local and global level” (Boni, Belda Miquel & Calabuig, 2020: 44).
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