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ABSTRACT Since the 2015 World Education Forum, Global Citizenship Education (GCE) as a ‘global idea’ has been widely disseminated to local schools in Korea. GCE Lead Teacher Program has been… Click to show full abstract
ABSTRACT Since the 2015 World Education Forum, Global Citizenship Education (GCE) as a ‘global idea’ has been widely disseminated to local schools in Korea. GCE Lead Teacher Program has been a major state-led initiative for school change. Informed by Fullan's model for change, we explore what happens ‘on the ground’ when the state introduces GCE through a conventional top-down model at a fast pace and with strong enthusiasm. Using qualitative data, we delve into problems and potentials in teachers’ practices of GCE at schools in the context of a state-led GCE model. Implications for research, practice, and policy are discussed.
Journal Title: British Journal of Educational Studies
Year Published: 2018
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