1 00:00:10,350 --> 00:00:15,630 Good evening, everyone, thank you very much for coming. Have a great audience today. 2 00:00:15,630 --> 00:00:23,790 I'm delighted to present our speaker. This is Dr. Mary Yemeni, who is based at Tel Aviv University in Israel. 3 00:00:23,790 --> 00:00:30,600 She is comparative education is holding UNESCO's chair on technology and internationalisation this year. 4 00:00:30,600 --> 00:00:38,460 Miriam Mina is visiting Humboldt Foundation, experienced researcher as Fry for University of Currently. 5 00:00:38,460 --> 00:00:43,770 Her research interests include globalisation, health and in education, global citizenship, 6 00:00:43,770 --> 00:00:51,580 education, internationalisation, intermediaries in education and the global middle class. 7 00:00:51,580 --> 00:00:59,740 Many Yemenis succeeded to secure a substantial funding for our research, amongst others from the foundation based European Union, 8 00:00:59,740 --> 00:01:09,300 UNESCO's Humboldt Foundation and Israel Minister of Education Dr. Yemeni Sex as an editor for International Studies and Sociology of Education. 9 00:01:09,300 --> 00:01:15,540 International Journal of Educational Development and Multicultural Education Review. 10 00:01:15,540 --> 00:01:21,210 She will be speaking today about Ri and De Contextualisation of global citizenship education, 11 00:01:21,210 --> 00:01:26,970 and she will be presenting the results of a systematic analysis of the scholarship in the field. 12 00:01:26,970 --> 00:01:36,210 Thank you again. So much for travelling from Germany today. We look forward to hearing from Thank you and thank you well. 13 00:01:36,210 --> 00:01:41,640 I'm really honoured to be here and how lucky you are to study at Oxford, right? 14 00:01:41,640 --> 00:01:46,980 So basically, it's it's a it's a thing for me, just as well as them for you to be here. 15 00:01:46,980 --> 00:01:56,400 I hope you will find this same sort of introductory talk interesting and perhaps useful for your own research. 16 00:01:56,400 --> 00:02:00,900 As what I try to do here is basically to combine two studies. 17 00:02:00,900 --> 00:02:10,060 One is a type of literature review, and the other one uses literature review to do some empirical investigation. 18 00:02:10,060 --> 00:02:17,340 So I'm going to talk about mainly about global citizenship education, which is the topic that I'm interested in. 19 00:02:17,340 --> 00:02:24,240 But I think that the methodologically speaking, it would be useful for many other fields. 20 00:02:24,240 --> 00:02:35,640 So to begin with, and I'll just say that my talk is based on these two articles that can be found online. 21 00:02:35,640 --> 00:02:41,900 Well, the first one soon will be online and basically. 22 00:02:41,900 --> 00:02:47,330 It all started with our work on the citizenship education in Israel, 23 00:02:47,330 --> 00:02:53,900 so Israel is a conflict ridden society where different streams or different sectors 24 00:02:53,900 --> 00:02:59,870 are educated together by the same court supervised by the same Ministry of Education. 25 00:02:59,870 --> 00:03:05,900 And there are questions of narratives and on how to present different historical 26 00:03:05,900 --> 00:03:11,540 events or different events that relate to citizenship education in Israel. 27 00:03:11,540 --> 00:03:17,720 So basically, the first idea I was working and I'm sort of bringing you inside. 28 00:03:17,720 --> 00:03:24,980 This closes the circle where you decide how to to to do your research, what kind of research questions to ask. 29 00:03:24,980 --> 00:03:32,150 So we're very interested in understanding how global dimensions and basically 30 00:03:32,150 --> 00:03:38,480 being implemented or been acknowledged at the education system in Israel. 31 00:03:38,480 --> 00:03:43,760 And when you want to ask questions about global dimensions in education, 32 00:03:43,760 --> 00:03:55,430 it's actually a tricky situation because not when you approach schools with teachers, school principals or even the the Ministry of Education. 33 00:03:55,430 --> 00:04:00,440 People not always aware of these big terms like globalisation, 34 00:04:00,440 --> 00:04:07,040 internationalisation and global citizenship education and for the first sort of step in this research. 35 00:04:07,040 --> 00:04:15,200 We wanted to understand what kind of issues can be related to these topics and what the scholarship is. 36 00:04:15,200 --> 00:04:19,550 Basically, IM talking in how the field is shaped. 37 00:04:19,550 --> 00:04:30,440 So this was the initial ideal of this study and global citizenship education obviously was 38 00:04:30,440 --> 00:04:37,490 already then in the news as part of the UNESCO's Work on Sustainable Development Goals. 39 00:04:37,490 --> 00:04:47,870 But even before is sort of part of peace studies of peace related projects within schools with the 40 00:04:47,870 --> 00:04:58,540 idea that if people ideally would be able to refer to a notion that is bigger than the nation state, 41 00:04:58,540 --> 00:05:08,060 the bigger than the specific narrative, then they perhaps can or might find a mutually understanding. 42 00:05:08,060 --> 00:05:21,620 This was basically the idea behind and using global citizenship education in the PISA programmes and obviously wants global citizenship. 43 00:05:21,620 --> 00:05:27,620 Education was incorporated within the Global Loom within the Sustainable Development Goals. 44 00:05:27,620 --> 00:05:35,510 On one hand, and was part of the assessment structure of OCD within PISA as global competence, 45 00:05:35,510 --> 00:05:40,070 which can be defined, as well as they related to global citizenship. 46 00:05:40,070 --> 00:05:50,570 Obviously, people start to look at it more and teachers of their faith and obviously policymakers as well. 47 00:05:50,570 --> 00:05:56,100 So there is the interest in the field and. 48 00:05:56,100 --> 00:06:02,920 And and on top of that, I would say that. 49 00:06:02,920 --> 00:06:07,330 It's not only about global citizenship, but in general squalor. 50 00:06:07,330 --> 00:06:12,400 Until now, I sort of mentioned schools and policymakers, but also scholars. 51 00:06:12,400 --> 00:06:19,210 And in recent decades became more aware of sort of global dimension. 52 00:06:19,210 --> 00:06:27,050 And many studies it looked into how globalisation and globalisation related processes. 53 00:06:27,050 --> 00:06:31,690 It basically incorporated the national education system. 54 00:06:31,690 --> 00:06:42,370 Part of this international assessment, part of it as sort of neoliberal understanding of who is this graduate of school and what 55 00:06:42,370 --> 00:06:49,780 kind of sort of competitive and neoliberal global environment he or she has to deal with. 56 00:06:49,780 --> 00:07:02,470 So basically, in schools all over the world and teachers and policymakers and even sometimes parents started to to 57 00:07:02,470 --> 00:07:15,070 use this global notions of competencies of skills on one hand of empathy of global peace on the other. 58 00:07:15,070 --> 00:07:25,360 And once it became part of curricula in different countries and many studies began to sort of use the same terms. 59 00:07:25,360 --> 00:07:38,950 And when you as a student or as a as a scholar going into a new field, as we did with this notion of global citizenship education, 60 00:07:38,950 --> 00:07:44,350 you'll find many terms like global competencies, global skills that I mentioned. 61 00:07:44,350 --> 00:07:50,620 An international baccalaureate organisation usually use international mindedness, 62 00:07:50,620 --> 00:07:58,090 which has basically very similar meaning intercultural competence, just to name a few. 63 00:07:58,090 --> 00:08:13,350 And basically, the idea was to look into the field to sort of try to understand what kind of terms are there and and how basically we can examine it. 64 00:08:13,350 --> 00:08:23,020 Or we can refer to this terms empirically about when we are going into the field and basically interview teachers or do observations. 65 00:08:23,020 --> 00:08:27,520 So this is the first part of my talk and they'll show you what we did. 66 00:08:27,520 --> 00:08:38,770 Basically, if I'm here, there are many methodologies to perform this so-called conceptual review, empirical review of of scholarship. 67 00:08:38,770 --> 00:08:52,870 What we try to do here is them basically use big data methodologies in order to analyse the huge amount of data. 68 00:08:52,870 --> 00:09:00,640 And the idea is there to sort of combine two different methodologies that I'll 69 00:09:00,640 --> 00:09:07,780 present in a second in order to map the field graphically and analytically. 70 00:09:07,780 --> 00:09:18,370 And so it all started in a very naive sort of way when we searched the 30th Scholastica 71 00:09:18,370 --> 00:09:25,360 search engines for different terms which were known to us either from curricula, 72 00:09:25,360 --> 00:09:26,980 from different countries, 73 00:09:26,980 --> 00:09:36,370 from our knowledge, as scholars or from different programmes that were developed by international organisations like the deal, 74 00:09:36,370 --> 00:09:40,360 the U.N. or UNESCO's in particular, and from other fields. 75 00:09:40,360 --> 00:09:43,300 So basically, it was 21st century skills. 76 00:09:43,300 --> 00:09:54,940 And again, all these are sort of buzzwords that you meet in every framework that you analysed in many, many countries. 77 00:09:54,940 --> 00:10:03,670 And we found out that we have about 10 terms, but more for most of them, not enough articles were available. 78 00:10:03,670 --> 00:10:05,770 So basically, they set the terms. 79 00:10:05,770 --> 00:10:17,080 Eventually, we analysed in depth 21st century skills, intercultural competencies, cosmopolitan education and for all others. 80 00:10:17,080 --> 00:10:23,080 We didn't have enough data, but I'll show you what you can do with other terms as well. 81 00:10:23,080 --> 00:10:33,190 We basically retrieved all of the articles that we could find online, and we did two things the first one, 82 00:10:33,190 --> 00:10:40,150 instead of reading and sort of summarising articles like what you usually do in the review, 83 00:10:40,150 --> 00:10:50,620 we used technique called natural language processing, which is a technique that basically uses different algorithms in order to understand 84 00:10:50,620 --> 00:10:55,870 mechanics technically what the field is about the what the article is about. 85 00:10:55,870 --> 00:11:02,010 Basically, this specific technique use the Wikipedia to know what Wikipedia is read. 86 00:11:02,010 --> 00:11:08,550 Obviously, so it use Wikipedia taxonomy in terms of like what values you have and what relations, 87 00:11:08,550 --> 00:11:13,830 what what links between the values you have in order to to sort of see if these 88 00:11:13,830 --> 00:11:20,730 values appear in the text and how they relate to how they relate to each other. 89 00:11:20,730 --> 00:11:34,470 So once you have specific terms in our software basically knows what kind of relations exist according to what is done in Wikipedia. 90 00:11:34,470 --> 00:11:38,820 And then in that way, we can understand what is more important. 91 00:11:38,820 --> 00:11:43,620 It's not the words that will appear more time or it's not the world. 92 00:11:43,620 --> 00:11:52,380 It will be in the title, but it will be the word of the meaning that basically has more links to other terms. 93 00:11:52,380 --> 00:11:58,830 And that way, you can categorise for each paper, for each article, for each text that you analyse. 94 00:11:58,830 --> 00:12:05,490 So the fourth kind of we call them social tags, what kind of terms are important, what the papers are about? 95 00:12:05,490 --> 00:12:15,270 But not only that, you can basically see how these different terms are cited or appear in different articles. 96 00:12:15,270 --> 00:12:21,380 And then you can basically link between these terms in order to understand the links in the field. 97 00:12:21,380 --> 00:12:23,520 So just to remind you, 98 00:12:23,520 --> 00:12:32,640 our goal was to understand what people mean when they speak about global citizenship or 21st century skills or intercultural competencies, 99 00:12:32,640 --> 00:12:36,750 etc., etc. And then basically, once we had all the data, 100 00:12:36,750 --> 00:12:44,760 we combined it and created networks in order to sort of analyse the density of of of the network 101 00:12:44,760 --> 00:12:54,300 and where the same these terms appear and how we can use them for our empirical research. 102 00:12:54,300 --> 00:13:01,890 And so I'll show you in a second there an example of a network. 103 00:13:01,890 --> 00:13:10,800 And basically, if you will approach me after the, I will be able happily to send you the networks, but they are not. 104 00:13:10,800 --> 00:13:17,590 The import of the graphical meanings are less important than what we we can understand from them from in analytical terms. 105 00:13:17,590 --> 00:13:29,130 But basically, and I'll show you how the network look like and what kind of perhaps interesting things you can, 106 00:13:29,130 --> 00:13:36,750 things you can understand from the network. And then I show you how we use it in the empirical research. 107 00:13:36,750 --> 00:13:42,180 So is this a phone for networks that they will focus in on cosmopolitan education, 108 00:13:42,180 --> 00:13:47,360 intercultural competence, 21st century skills and global citizenship education? 109 00:13:47,360 --> 00:13:56,100 And and then I will try and show you what kind of issues like inequality and multicultural education, 110 00:13:56,100 --> 00:14:06,450 language education or technology we can see all over networks and what kind of different meanings they say these topics have within the networks. 111 00:14:06,450 --> 00:14:22,550 So just to remind you, we are looking now at a result and outcome of the guess is software where topics on the. 112 00:14:22,550 --> 00:14:27,530 Cosmopolitan education located and we have different colours. 113 00:14:27,530 --> 00:14:34,250 Each colour present a community, meaning that these terms that you probably can't see really clearly, 114 00:14:34,250 --> 00:14:38,840 but for example, if you look into the orange one, 115 00:14:38,840 --> 00:14:49,400 you can see philosophical environment, philosophy of life, sociology, education, anthropology, discrimination government. 116 00:14:49,400 --> 00:14:56,030 And these are the terms that relate closely to each of the other terms in the network. 117 00:14:56,030 --> 00:15:05,810 So if I ask myself when people talk about cosmopolitan education, what the what are the meanings that can be? 118 00:15:05,810 --> 00:15:14,210 This would be the answer. So basically, we can see here several communities and we can see links between different communities. 119 00:15:14,210 --> 00:15:20,690 So cosmopolitan education obviously has the same yellow community of global citizenship, 120 00:15:20,690 --> 00:15:24,770 education, their global education, human rights, globalisation. 121 00:15:24,770 --> 00:15:31,790 It also has quite a large domain on the linguistic language policy. 122 00:15:31,790 --> 00:15:39,020 And what we have here. Critical theory English as a second language. 123 00:15:39,020 --> 00:15:45,340 Obviously, you have a lot of issues with English here as as part of cosmopolitan education. 124 00:15:45,340 --> 00:15:53,870 And also, you have issues there on the gender inequality, gender studies, gender, all feminist theory. 125 00:15:53,870 --> 00:16:05,390 Again, you can see what kind of topics appear when we analyse articles that are focussed on cosmopolitan education. 126 00:16:05,390 --> 00:16:14,990 So basically, if I try to sort of look into these different communities, communities of knowledge, we can see, 127 00:16:14,990 --> 00:16:20,930 first of all, that the network is quite diverse and the communities are not very close to each other. 128 00:16:20,930 --> 00:16:27,120 We have different topics, different things, and they are very philosophical in nature. 129 00:16:27,120 --> 00:16:30,080 I will show you in the minutes how, for example, 130 00:16:30,080 --> 00:16:38,030 21st Century Skills Network looks like you will see that if the difference there and we can see that, for example, 131 00:16:38,030 --> 00:16:45,530 internationalisation of higher education also appears here as sort of outcome of cosmopolitan education, 132 00:16:45,530 --> 00:16:56,020 which basically can give us some hints about how teachers or how and how educators will use this term in their curricula. 133 00:16:56,020 --> 00:17:05,260 And and global citizenship education basically is portrayed as an outcome of cosmopolitan education, 134 00:17:05,260 --> 00:17:14,650 which is also very interesting sometimes in the literature, if you will sort of try to understand what is an internationalisation, 135 00:17:14,650 --> 00:17:24,400 then issues of cosmopolitan education would be like more of a moral sort of emphatic type of scholarship 136 00:17:24,400 --> 00:17:31,000 and then issues of competencies and skills and the sort of new or liberal type of scholarship. 137 00:17:31,000 --> 00:17:37,900 We'll talk more about the internationalisation and we can see both of this see here. 138 00:17:37,900 --> 00:17:45,610 So if we look at the 21st Century Skills Network and. 139 00:17:45,610 --> 00:17:53,080 Then we can see how in issues of technology are basically overtaking the whole network, 140 00:17:53,080 --> 00:18:04,930 so when people then scholars acknowledge 21st century skills, it will be mostly about technology and about sort of limited, very limited terms. 141 00:18:04,930 --> 00:18:14,140 I'll show you in a second again. You can see, for example, standards in a learning environment, active learning. 142 00:18:14,140 --> 00:18:19,180 You can see quite a lot of issues related to digital literacy. 143 00:18:19,180 --> 00:18:30,040 It was a blue terms here. Science education, you see again, where we started from the same domain and here and it's depicted totally different. 144 00:18:30,040 --> 00:18:37,000 You can see also experience of international organisations like OCD and UNESCO's, 145 00:18:37,000 --> 00:18:46,660 who basically relate to 21st century skills, which also influences, in turn, the scholarship in the field. 146 00:18:46,660 --> 00:18:54,070 If we look to an intercultural competence, you can see this network is less dense, 147 00:18:54,070 --> 00:18:59,740 you have much less terms here, and obviously this network is a bit different. 148 00:18:59,740 --> 00:19:10,140 It totally relates to higher education and much less so schools, and it's mostly about language education. 149 00:19:10,140 --> 00:19:20,920 The the yellow community. But it also contains sort of critical third to as critical pedagogy and sort of cultural intelligence, 150 00:19:20,920 --> 00:19:26,550 multiculturalism and all this blue community over here. 151 00:19:26,550 --> 00:19:35,170 And so basically, this network, you can say this, it's a bit similar to 21st century skills. 152 00:19:35,170 --> 00:19:39,880 It's less philosophical, it's less sort of it's much more concrete. 153 00:19:39,880 --> 00:19:45,130 So and that's why basically, it's more related to higher education, 154 00:19:45,130 --> 00:19:55,000 where basically things like internationalisation immediately leads to intercultural competence in the scholarship or in schools, 155 00:19:55,000 --> 00:20:00,580 it will be to 21st century skills, while a cosmopolitan education is the first term that they show you. 156 00:20:00,580 --> 00:20:05,530 It was very dispersed with very many different terms meant many different 157 00:20:05,530 --> 00:20:11,620 topics that people talk about when they talk about cosmopolitan and education, 158 00:20:11,620 --> 00:20:21,710 and the less the network is their global citizenship education, which is in a sense similar to cosmopolitan education network. 159 00:20:21,710 --> 00:20:34,350 Here you can see as well. Obviously, UNESCO's as that is largely influenced the the wording in the terms of the field here. 160 00:20:34,350 --> 00:20:44,940 Yeah. What is interesting here also the combination between all things that are related, I wouldn't say sustainability education, 161 00:20:44,940 --> 00:20:49,380 but all things that related to environment or environment related education also 162 00:20:49,380 --> 00:20:56,520 appears here is part of Cosmopolitan as part of global citizenship education and. 163 00:20:56,520 --> 00:21:03,540 And you can see how basically this domain is shaped by the work of international organisations 164 00:21:03,540 --> 00:21:11,400 and UNESCO in the sense and global competencies is a term only and recently in the work. 165 00:21:11,400 --> 00:21:21,210 I would imagine that if we will do the same exercise next year, you will see much more scholarship on on the issues related to global competencies. 166 00:21:21,210 --> 00:21:30,840 This is a sort of a new domain here. So basically, this is a full, full network of all the terms combined. 167 00:21:30,840 --> 00:21:36,720 Just an example. Obviously, it has much more terms, much more a complex network. 168 00:21:36,720 --> 00:21:45,420 And what we can see basically that if we we we we took this for terms. 169 00:21:45,420 --> 00:21:53,940 We can see that some of them combined, for example, as 21st century skills and global competence and which are separate. 170 00:21:53,940 --> 00:21:57,330 But but then all the technology sort of would be the same. 171 00:21:57,330 --> 00:22:06,360 And instead of a community on global citizenship, education and global competencies, you will see language related community. 172 00:22:06,360 --> 00:22:11,850 And if you remember, we can see language appears in many as thinking all of them. 173 00:22:11,850 --> 00:22:16,380 There are issues of language of not on the language, in particular English, 174 00:22:16,380 --> 00:22:20,370 as part of what we call cosmopolitan educational global citizenship education. 175 00:22:20,370 --> 00:22:28,250 And I think we should be obviously very critical about the appearance of fair language here. 176 00:22:28,250 --> 00:22:38,100 If we sort of try to see what what is common in all in the whole network and I would say, well, 177 00:22:38,100 --> 00:22:45,690 there are four topics that are listed here I would and put some emphasis on inequality and multiculturalism. 178 00:22:45,690 --> 00:22:57,780 So basically and. When we when we talk about inequality and the scholarship in this terms, and we can see that. 179 00:22:57,780 --> 00:23:05,340 Sometimes it is more common, well, not sometimes it is much more common to see is is this discourse in global citizenship, 180 00:23:05,340 --> 00:23:15,570 education and cosmopolitan education, but quite rarely in 21st century skills, which would be sort of presented as normalised and not nuanced, 181 00:23:15,570 --> 00:23:21,240 not contextualised the topic as well as intercultural competence. 182 00:23:21,240 --> 00:23:32,530 And we did the same analysis, by the way, by dividing the scholarship into years like four for each decade of each three years. 183 00:23:32,530 --> 00:23:41,950 Actually, we try to see how these terms develop, and you can basically look at two different aspects. 184 00:23:41,950 --> 00:23:49,890 But the most prominent one was the way international organisations basically shape the scholarship of the scholarship and term. 185 00:23:49,890 --> 00:24:01,080 We can imagine shapes the curricula and what teachers basically talk about and how students perceive this context context within the classrooms. 186 00:24:01,080 --> 00:24:06,480 And this is basically brings me to the second part of what I wanted to show you today. 187 00:24:06,480 --> 00:24:11,010 So once we had this huge amount of data, 188 00:24:11,010 --> 00:24:23,410 so and we basically were able to see what kind of context and what kinds of concepts are relevant to our of our field we in. 189 00:24:23,410 --> 00:24:32,830 Could potentially approach schools and try to see what the flies or what is relevant again to the teachers in our sample. 190 00:24:32,830 --> 00:24:43,540 And now I bring you back to to Israel, and I want to show you how teachers in the three different sectors in Israeli society, 191 00:24:43,540 --> 00:24:51,400 the Jewish settler world, which is the the the largest sector of the vote, well, depends on the cohort. 192 00:24:51,400 --> 00:24:55,600 But about 60 percent of the students the Palestinian Arab sector, 193 00:24:55,600 --> 00:25:04,240 which is about 20 percent of the students attending the schools and the Jewish religious sector, which they arrest him 20 percent. 194 00:25:04,240 --> 00:25:12,040 How teachers in these schools basically work and apply this notion of global citizenship education, 195 00:25:12,040 --> 00:25:20,890 I think important to note that global citizenship education as a concept doesn't appear in the curriculum, 196 00:25:20,890 --> 00:25:26,770 neither in civics nor in history or in other subjects that you can think about. 197 00:25:26,770 --> 00:25:31,330 But I think it was an advantage actually for us, 198 00:25:31,330 --> 00:25:38,260 because then you can basically ask teachers about their perceptions and about how they use their 199 00:25:38,260 --> 00:25:45,310 autonomy or their agency if you want to basically discuss or avoid this term in the classroom. 200 00:25:45,310 --> 00:25:48,430 And if this term would be in the curriculum, 201 00:25:48,430 --> 00:25:58,330 I would guess that the answers of the teachers will give us would be much more sort of normalised within the scheme of the existing curriculum. 202 00:25:58,330 --> 00:26:02,510 So that was our starting point. 203 00:26:02,510 --> 00:26:07,070 And. I want to go over the models, 204 00:26:07,070 --> 00:26:19,820 but I will just say that I'm starting this topic in Israel is kind of tricky actually once because sometimes teachers are not familiar with this term. 205 00:26:19,820 --> 00:26:26,150 And then the first part of the study was very useful because we could ask about the communities, 206 00:26:26,150 --> 00:26:33,410 about sort of technology or about English English language or about this is a fair, I don't know, 207 00:26:33,410 --> 00:26:37,580 inequality issues and not directly about global citizenship education, 208 00:26:37,580 --> 00:26:48,190 because in some places it would be highly controversial and in some places it would be totally and familiar. 209 00:26:48,190 --> 00:26:58,080 And the additional point is that on top of conflicts that I mentioned before in these three different streams that we're they're focussing on, 210 00:26:58,080 --> 00:27:10,620 and the system is also sort of turning to now between the image of a Start-Up Nation sort of high technology investments type investments in R&D, 211 00:27:10,620 --> 00:27:16,290 and it obviously penetrates the schools, but also this very nationalistic, 212 00:27:16,290 --> 00:27:27,270 very religious in a sense environment where a schools obviously part of the society and are influenced by it. 213 00:27:27,270 --> 00:27:38,070 So this was our standing point, and we interviewed. This is a small study interviewed seven teachers from each of the main sectors. 214 00:27:38,070 --> 00:27:43,050 It was obviously an exploratory study for the purpose of a larger sample. 215 00:27:43,050 --> 00:27:53,700 When we approached teachers from these different sectors in different geographical areas and we performed interviews and asking them about 216 00:27:53,700 --> 00:28:04,440 issues that can be relevant to global citizenship education as a general term and in top in teachers of subjects that you can find. 217 00:28:04,440 --> 00:28:13,080 Perhaps we saw that we can find some lessons or some plans that might be relevant to the field. 218 00:28:13,080 --> 00:28:20,580 So I'll show you basically how different this conceptualisation of teachers were in different sectors, 219 00:28:20,580 --> 00:28:27,720 and maybe this can set to resonate to to the different communities that we found in our review before. 220 00:28:27,720 --> 00:28:37,380 So for him, obviously, all of these, these are huge generalisations and and many different teachers might have different views. 221 00:28:37,380 --> 00:28:45,810 But I think it gives you it gives you some feeling of what can happen in one country, one small country with a group of teachers. 222 00:28:45,810 --> 00:28:49,170 So basically full Palestinian Arab sectors. 223 00:28:49,170 --> 00:28:59,400 And we could see how basically they were in general very positive about global citizenship education and as a main thing. 224 00:28:59,400 --> 00:29:09,120 And it was. And as a sort of filling of the vacuum of of a feeling of national belonging. 225 00:29:09,120 --> 00:29:17,680 And the teacher basically said, OK, we can't be part of what Ministry of Education of Israel. 226 00:29:17,680 --> 00:29:21,840 And basically sort of main agenda. 227 00:29:21,840 --> 00:29:27,690 But global citizenship, education, all related terms can serve as an alternative. 228 00:29:27,690 --> 00:29:40,510 And then if we teach our students to be towards global citizenship, then they will have a place to to belong in the sense and. 229 00:29:40,510 --> 00:29:47,100 Just to just an example of one Palestinian teacher, 230 00:29:47,100 --> 00:29:57,540 and so basically he talks here about it on one hand and as religion been part of global citizenship education, 231 00:29:57,540 --> 00:29:59,100 which is very interesting, by the way, 232 00:29:59,100 --> 00:30:07,500 in none of the communities religion or religious related terms appear as part of of this global trend in education. 233 00:30:07,500 --> 00:30:17,400 But that's what this teacher says. But also, he takes this to sort of and ICIS type issues, and he will. 234 00:30:17,400 --> 00:30:19,260 He told us about this. 235 00:30:19,260 --> 00:30:26,850 This case in his school, there were a couple of students just basically viral on the internet and sort of used their global citizenship, 236 00:30:26,850 --> 00:30:32,550 and then they ran the from running away from their families and joined them. 237 00:30:32,550 --> 00:30:39,840 And he was saying that that was this is dangerous directions that he's talking about. 238 00:30:39,840 --> 00:30:48,120 So basically in these communities, we would mostly look the cosmopolitan type of education, 239 00:30:48,120 --> 00:30:57,480 which is not related to economy or to skills or two to two competencies and like we saw in the communities in the review. 240 00:30:57,480 --> 00:31:06,630 But more about sort of philosophical standing where people can find alternative identity alternative mode of belonging, 241 00:31:06,630 --> 00:31:14,280 which is helpful, obviously when the dominant mode of belonging is not relevant to this community. 242 00:31:14,280 --> 00:31:25,980 And with the same sort of standing with the Jewish religious sector again 20 20, around 20 percent of the population they attend the schools. 243 00:31:25,980 --> 00:31:38,010 Basically, the teacher and the teachers were very negative about the term and these same issues related to sort of global dimensions in education and 244 00:31:38,010 --> 00:31:50,190 basically claiming that this is a threat of this to the separation type of identity of Jewish identity that they're trying to develop. 245 00:31:50,190 --> 00:31:57,390 So basically, if global citizenship education relates somehow to global or universal values, 246 00:31:57,390 --> 00:32:02,670 then the teachers in this sector felt that they oppose their Jewish values. 247 00:32:02,670 --> 00:32:10,140 And then sort of these the children will leave, the religion will immigrate will. 248 00:32:10,140 --> 00:32:19,650 I don't know that they were like that developed. This notion of catastrophe will happen if, if, if this will be instilled in the classroom. 249 00:32:19,650 --> 00:32:26,520 But on the other hand, similarly, perhaps two Palestinian teachers, 250 00:32:26,520 --> 00:32:33,780 they spoke about the global citizenship education as part of religion, as part of Judaism, for example, 251 00:32:33,780 --> 00:32:42,440 this teacher and talk about how they can move around the world and still be able to to perform their 252 00:32:42,440 --> 00:32:49,080 their religious obligations because they are Jewish communities of Abad or whatever around the world. 253 00:32:49,080 --> 00:32:51,690 And just an example. 254 00:32:51,690 --> 00:33:04,760 So basically this this interview happened when in Israel, there was a huge campaign about how important it is to take what you call in England, 255 00:33:04,760 --> 00:33:11,910 A-plus English level as as a foreign language and basically the Minister of Education, 256 00:33:11,910 --> 00:33:20,730 the new Minister of Education, who is, by the way, religious, which is also quite an interest in getting the revised or transformed the curriculum 257 00:33:20,730 --> 00:33:26,100 to more sort of spoken English instead of just the grammar that was there before. 258 00:33:26,100 --> 00:33:34,710 And and then the teacher sort of presents this danger of spoken English that students will know not only how to read and write, 259 00:33:34,710 --> 00:33:39,960 but they can sort of have a common language, which is like a huge danger for this community. 260 00:33:39,960 --> 00:33:42,870 That's how the teacher presented is presenting it. 261 00:33:42,870 --> 00:33:53,130 And then basically they will become an American or European and sort of disappear from from this community. 262 00:33:53,130 --> 00:34:01,080 So, so well for the Muslim community, it was an alternative mode of belonging, 263 00:34:01,080 --> 00:34:06,480 but also a bit of danger when they exposed to sort of negative issues here. 264 00:34:06,480 --> 00:34:10,860 It was a very dangerous concept that should be avoided. 265 00:34:10,860 --> 00:34:22,230 And they sort of fought against this the goals of Ministry of Education to to instil in English as a spoken language and in Israel. 266 00:34:22,230 --> 00:34:30,420 And again, if we go back to the review and you don't see here these dominant neo-Liberal issues 267 00:34:30,420 --> 00:34:36,670 of competencies or of skills will perhaps more than than in the Muslim communities. 268 00:34:36,670 --> 00:34:44,760 And but it's again this feeling. Suffolk standing of who, who are we and who is the other right, 269 00:34:44,760 --> 00:34:52,170 and just to think that's in our review on the idea of global citizenship, education is unique course. 270 00:34:52,170 --> 00:34:57,350 If it was, the whole idea is to make this lens is bridges to build bridges with the others, 271 00:34:57,350 --> 00:35:02,970 so you can see how teachers basically interpret it differently. 272 00:35:02,970 --> 00:35:11,880 And the last one is the the secular education sector, which is this is a majority basically of the population. 273 00:35:11,880 --> 00:35:21,300 And and they precept is that they present perceptions of global citizenship education basically 274 00:35:21,300 --> 00:35:34,470 as a skill set that helps the students and that most of them were very positive about it to an. 275 00:35:34,470 --> 00:35:46,260 So to fail, it will it will be part of this sort of competitive graduate, that's the the education system is trying to to develop it, 276 00:35:46,260 --> 00:35:53,940 but also they spoke a bit about the brain drain in the Scholastica terms. 277 00:35:53,940 --> 00:36:01,890 And you can see here a quote from me, from my one teacher and. 278 00:36:01,890 --> 00:36:07,470 So basically, as I as I said, there is no curriculum on global citizenship education, 279 00:36:07,470 --> 00:36:13,050 but then they perceive it as something universal like a stem, right? 280 00:36:13,050 --> 00:36:22,820 And. And then he was like a bit a bit critical of how the system tells him how to teach global citizenship education, 281 00:36:22,820 --> 00:36:27,080 basically doing global citizenship without saying the word the word, 282 00:36:27,080 --> 00:36:42,110 but all notion, all that he speaks about is all about the world of work, the skills, the capability to to to compete globally. 283 00:36:42,110 --> 00:36:52,490 It's not. It's all about identity, belonging or all other things that were so important to the teachers in the other sectors that I show you. 284 00:36:52,490 --> 00:36:58,280 So basically, this would be this community of the review of 21st century skills, 285 00:36:58,280 --> 00:37:08,300 perhaps a little bit of intercultural competence where you see that some so sometimes some notions were picked out well, 286 00:37:08,300 --> 00:37:15,640 while most of them were basically abolished in each of these communities in these sectors. 287 00:37:15,640 --> 00:37:25,730 And so basically, to conclude this part and perhaps an old dog, I would say that the scholarship, 288 00:37:25,730 --> 00:37:35,510 but also the field allows us to to to C to to to to analyse or to understand very different 289 00:37:35,510 --> 00:37:41,900 notions of this global education and specifically of global citizenship education. 290 00:37:41,900 --> 00:37:51,180 We can say that. The idea, for example, to test to measure global citizenship education, 291 00:37:51,180 --> 00:38:04,320 as it done currently in the recent visa cycle is basically meaningless because for every sector just in this small country, 292 00:38:04,320 --> 00:38:11,070 you can see how different the notions are and how different teachers perceive it and what kind of sort of obviously, 293 00:38:11,070 --> 00:38:15,930 curricula follows these same notions, but also in scholarship. 294 00:38:15,930 --> 00:38:23,880 Basically, these two strands of competencies on one hand and sort of moral understanding of the other hand, 295 00:38:23,880 --> 00:38:35,700 also are also so multidimensional and so complex that, first of all, to measure it, it would be basically a ridiculous idea. 296 00:38:35,700 --> 00:38:44,140 But also, if I would take sort of the positive stand towards how can we as educators, 297 00:38:44,140 --> 00:38:53,070 as teachers to use this notion of global citizenship education, we already understand that if you want to take the positives of it, 298 00:38:53,070 --> 00:39:01,740 we need to make it fully contextualised and adapted to the different types of of of school, 299 00:39:01,740 --> 00:39:07,650 so different populations that we, we encounter in different schools. 300 00:39:07,650 --> 00:39:12,900 So if, for example, going back to today's world case, 301 00:39:12,900 --> 00:39:20,970 if we are trying to develop sort of alternative pathways to create belonging amongst different types of populations. 302 00:39:20,970 --> 00:39:32,370 So obviously, we need to take this path of how this can be something bigger than national citizenship, which is so controversial in Israel. 303 00:39:32,370 --> 00:39:37,200 And if we want to bring on board Jewish religious population, 304 00:39:37,200 --> 00:39:46,440 then we definitely can stress this universal notions, but rather to speak about how you can still be Jewish, 305 00:39:46,440 --> 00:39:58,830 but to develop sort of different aspects of belonging and how you can communicate with others without changing your own identity, I would say. 306 00:39:58,830 --> 00:40:03,330 And I think that in general, 307 00:40:03,330 --> 00:40:09,900 and what I showed you today is basically very powerful methodologies that can help you 308 00:40:09,900 --> 00:40:15,630 to to to do research and to to sort of move the scholarship forward in every field. 309 00:40:15,630 --> 00:40:22,560 When you take this advanced technological solutions and using big data in order 310 00:40:22,560 --> 00:40:28,080 to then go back to the field and ask about this specific terms with specific a 311 00:40:28,080 --> 00:40:33,840 specific notions that otherwise you wouldn't be able to to to find them to to to 312 00:40:33,840 --> 00:40:40,770 basically put your finger on them in this ocean of data that we have these days. 313 00:40:40,770 --> 00:40:45,150 So basically, I think it shows nicely how you can. 314 00:40:45,150 --> 00:40:53,220 And was this macro work? Trying to understand the field goals is big words, but also go back to individual teacher. 315 00:40:53,220 --> 00:40:56,430 And when you sit in front of your informant, 316 00:40:56,430 --> 00:41:05,830 you basically can be more knowledgeable and more more accurate when you ask your questions and in your research. 317 00:41:05,830 --> 00:41:16,458 So thank you very much.