This insightful Handbook provides a comprehensive illustration of contemporary discourse and approaches to teaching and learning for a global society. Leading experts examine the ethical imperative of Global Citizenship Education (GCE) to educate for both human and ecological flourishing. Tracing its evolution, the Handbook contextualises GCE in the current political and social climate and explores its conceptual framings, practical applications and emerging problems, while also distinguishing GCE from related fields through its integrative and action-focused orientation. Assessing questions of power, sustainability and technology, contributors evaluate topics such as studying abroad, human-centered AI and shared languages. This Handbook supports research and practice in GCE, providing innovative frameworks and case studies that highlight current challenges in the field as well as opportunities for future development. The Handbook on Global Citizenship Education is a valuable resource for students and scholars of international education, particularly those with a focus on curriculum studies and global citizenship education. This multidisciplinary Handbook also provides crucial insights for researchers interested in global citizenship and nationalism, as well as practitioners and policymakers looking to improve their understanding of how education contributes to the creation of a planetary society.

This timely book presents a comprehensive exploration of Global Englishes Language Teaching (GELT) within the contemporary context of Austria, Germany and Switzerland.Learners and speakers of English are now much more likely to enter communication with people who are also learners of English than to speak to so-called native speakers. As a result, English language education is having to adapt and shift to a more inclusive approach. In Austria, Germany and Switzerland especially, an increasing number of voices have called for consistent implementation of GELT-informed practices in English language classrooms.Bringing together key scholars in the field, this volume explores perspectives from innovators and early adopters of GELT in Germany and beyond. The contributions take different methodological approaches, from systematic analysis to corpus-based discourse analysis, and cover primary, secondary and higher education. They offer some of the first discussions of cultural learning and decolonialization in the context of GELT.While focusing on a local cultural and linguistic context, the questions discussed in this book are essential for anyone who wishes to engage with GELT, its implementation across the world, and other forms of teaching and learning English.

This timely book presents a comprehensive exploration of Global Englishes Language Teaching (GELT) within the contemporary context of Austria, Germany and Switzerland.Learners and speakers of English are now much more likely to enter communication with people who are also learners of English than to speak to so-called native speakers. As a result, English language education is having to adapt and shift to a more inclusive approach. In Austria, Germany and Switzerland especially, an increasing number of voices have called for consistent implementation of GELT-informed practices in English language classrooms.Bringing together key scholars in the field, this volume explores perspectives from innovators and early adopters of GELT in Germany and beyond. The contributions take different methodological approaches, from systematic analysis to corpus-based discourse analysis, and cover primary, secondary and higher education. They offer some of the first discussions of cultural learning and decolonialization in the context of GELT.While focusing on a local cultural and linguistic context, the questions discussed in this book are essential for anyone who wishes to engage with GELT, its implementation across the world, and other forms of teaching and learning English.

This book presents a unique framework for the inclusion of ecomedia in the English language classroom to help learners cultivate global citizenship. Foregrounding learner agency in a world at risk, the author proposes a framework that hinges on human rights and critical eco-cosmopolitanism to help learners position themselves in discourses on climate change and act for transformation. The book discusses eco-documentaries as multimodal, factional texts against the background of cutting-edge research, refuting a definition based on the binary of fiction and non-fiction. Translating the insights gained from this discussion to the language education context, learners are conceptualised as active designers of meaning making when engaged with eco-documentaries. Based on this discussion, the book puts forth an innovative, multiliteracies-informed concept which is embedded in a sustainability-oriented pedagogy of hope, which encourages learners to learn and practice languages of hope and advocacy. The book will be of interest to scholars in the fields of ecopedagogy, sustainability education, global citizenship education and cultural learning, film pedagogy and language education, as well as language educators.

This insightful Handbook provides a comprehensive illustration of contemporary discourse and approaches to teaching and learning for a global society. Leading experts examine the ethical imperative of Global Citizenship Education (GCE) to educate for both human and ecological flourishing. Tracing its evolution, the Handbook contextualises GCE in the current political and social climate and explores its conceptual framings, practical applications and emerging problems, while also distinguishing GCE from related fields through its integrative and action-focused orientation. Assessing questions of power, sustainability and technology, contributors evaluate topics such as studying abroad, human-centered AI and shared languages. This Handbook supports research and practice in GCE, providing innovative frameworks and case studies that highlight current challenges in the field as well as opportunities for future development. The Handbook on Global Citizenship Education is a valuable resource for students and scholars of international education, particularly those with a focus on curriculum studies and global citizenship education. This multidisciplinary Handbook also provides crucial insights for researchers interested in global citizenship and nationalism, as well as practitioners and policymakers looking to improve their understanding of how education contributes to the creation of a planetary society.

This timely book presents a comprehensive exploration of Global Englishes Language Teaching (GELT) within the contemporary context of Austria, Germany and Switzerland.Learners and speakers of English are now much more likely to enter communication with people who are also learners of English than to speak to so-called native speakers. As a result, English language education is having to adapt and shift to a more inclusive approach. In Austria, Germany and Switzerland especially, an increasing number of voices have called for consistent implementation of GELT-informed practices in English language classrooms.Bringing together key scholars in the field, this volume explores perspectives from innovators and early adopters of GELT in Germany and beyond. The contributions take different methodological approaches, from systematic analysis to corpus-based discourse analysis, and cover primary, secondary and higher education. They offer some of the first discussions of cultural learning and decolonialization in the context of GELT.While focusing on a local cultural and linguistic context, the questions discussed in this book are essential for anyone who wishes to engage with GELT, its implementation across the world, and other forms of teaching and learning English.

This timely book presents a comprehensive exploration of Global Englishes Language Teaching (GELT) within the contemporary context of Austria, Germany and Switzerland.Learners and speakers of English are now much more likely to enter communication with people who are also learners of English than to speak to so-called native speakers. As a result, English language education is having to adapt and shift to a more inclusive approach. In Austria, Germany and Switzerland especially, an increasing number of voices have called for consistent implementation of GELT-informed practices in English language classrooms.Bringing together key scholars in the field, this volume explores perspectives from innovators and early adopters of GELT in Germany and beyond. The contributions take different methodological approaches, from systematic analysis to corpus-based discourse analysis, and cover primary, secondary and higher education. They offer some of the first discussions of cultural learning and decolonialization in the context of GELT.While focusing on a local cultural and linguistic context, the questions discussed in this book are essential for anyone who wishes to engage with GELT, its implementation across the world, and other forms of teaching and learning English.

This book presents a unique framework for the inclusion of ecomedia in the English language classroom to help learners cultivate global citizenship. Foregrounding learner agency in a world at risk, the author proposes a framework that hinges on human rights and critical eco-cosmopolitanism to help learners position themselves in discourses on climate change and act for transformation. The book discusses eco-documentaries as multimodal, factional texts against the background of cutting-edge research, refuting a definition based on the binary of fiction and non-fiction. Translating the insights gained from this discussion to the language education context, learners are conceptualised as active designers of meaning making when engaged with eco-documentaries. Based on this discussion, the book puts forth an innovative, multiliteracies-informed concept which is embedded in a sustainability-oriented pedagogy of hope, which encourages learners to learn and practice languages of hope and advocacy. The book will be of interest to scholars in the fields of ecopedagogy, sustainability education, global citizenship education and cultural learning, film pedagogy and language education, as well as language educators.