Global Citizenship Education through Transformative Learning in Adult Education in Terms of Intersectionality and Equity
Keywords:
Transformative language, equity, intersectionality, intertextuality, social justice, postpositivism, global citizenship educationAbstract
This study investigates the integration of Global Citizenship Education (GCE) through the lens of transformative learning theory in adult education. As the world becomes increasingly interconnected, GCE plays a crucial role in fostering global awareness, intercultural competence, and ethical responsibility. However, its implementation—particularly in adult education—remains underexplored. This research explores how transformative learning, characterized by critical reflection, self-awareness, and experiential learning, can effectively support GCE among adult learners. Drawing on the theoretical foundations of Mezirow and Freire, the study examines how adults reshape their frames of reference through reflective and participatory engagement with global issues. Emphasis is placed on the development of 21st-century competencies such as critical thinking, collaboration, and ethical decision-making. The research highlights the importance of lifelong learning and the inclusion of marginalized voices in GCE programming. Ultimately, the study aims to inform educators and policymakers on creating inclusive, action-oriented curricula that advance the goals of UNESCO’s Sustainable Development Goal 4.7: education for sustainable development and global citizenship.
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