B, Global Citizenship Education in the secondary school teacher education curriculum of Bangladesh
Keywords:
Global citizenship education, secondary school teacher education curriculum of BangladeshAbstract
Global Citizenship Education (GCED) has gained significant attention in the world and in Bangladesh. GCED in the teacher education program and teachers’ preparation for GCED are considered essentials for promoting effective GCED in schools. The purpose of this study is to explore how the aspects of GCED are incorporated in the secondary
school teacher education curriculum of Bangladesh. A case study approach was used
to conduct this study. One year B.Ed. Curriculum of National University was selected as a case to review how the aspects of GCED are reflected in the curriculum. Document analysis was used as a technique of data analysis. Findings indicated that many aspects of Global Citizenship Education (GCED) as well as moral global citizenship have been explored in the secondary school teacher Education (B.Ed.) Curriculum. A cross-curricular approach has been evident, and the curriculum is more dedicated to the aspects of Moral Global Citizenship Education (i.e., human rights, gender equality, non-discrimination, inclusivity). Some of the aspect of curriculum is dedicated to environmental global citizenship, political global citizenship, and neoliberal aspects of GCED. Many right-based and participatory teaching-learning approaches have been incorporated in the curriculum as a general part of it but indication for implication of the pedagogies for GCED has not been provided. Practices of human rights through right-based pedagogies in the B. Ed program as a part of moral GCED was not indicated as well as teachers’ preparation for promoting students’ voice, participation, and leadership in the schools. Very traditional assessment strategies are also evident in
the curriculum which is not aligned with the values of GCED. Based on the findings of this study and in light with the UN’s SDGs, National Education Policy of Bangladesh 2010, existing national curriculum, national curriculum framework 2021, existing secondary school teacher education curriculum should be revised. The findings have implications for teacher education and GCED in Bangladesh.
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