Titlebook: Global Citizenship Education; Critical and Interna Abdeljalil Akkari,Kathrine Maleq Book‘‘‘‘‘‘‘‘ 2020 The Editor(s) (if applicable) and The

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https://doi.org/10.1057/9781137404008es citizenship building following the county’s independence in 1991 that could be described as a subtle blend of Soviet heritage and renewed Kazakh national identity. The third part will focus on the transformations driven by the country’s economic globalization and new migratory flows. Finally, the

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Ideaux de fonctions différentiablesnges of citizenship education following Algeria’s ‘Black Decade’ civil war that ended at the start of this millennium. At that time, civic identity was very much influenced by a growing rejection of religious extremism. Finally, we discuss multi-level case studies of educational reforms related to c

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Aging, Illness, and Death Lessons,d challenges. We believe that the analysis of the role and place of women as citizens in the democratic process in Tunisia is the . condition to better understand the persistent ambiguities, barriers and issues the country currently faces.

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The Biology of IgA Mucosal Immunity,ing yet another tool for hegemony by the Global North on the Global South, as dominant groups have long defined citizenship. We conclude by proposing that to realize GCE in these two countries, teacher/practitioner and local, national, and international actors must engage youth, and in doing so, pow

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https://doi.org/10.1007/978-4-431-54228-5he forefront of the political agenda, with the specific aim of preventing radicalization..Finally, we present considerations for the operationalization of GCE and argue that global citizenship may provide an opportunity to value multiple identities.

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Book‘‘‘‘‘‘‘‘ 2020e building of students’ global citizenship competencies have become a focal pointin global agendas for education, international educational assessments and international organisations. However, the concept of global citizenship education still remains highly contested and subject to multiple interpr

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Book‘‘‘‘‘‘‘‘ 2020es regarding global citizenship education across the world. In that respect, it addresses a pressing need to provide further conceptual input and to open global citizenship agendas to diversity and indigeneity. .Social and political changes brought by globalisation, migration and technological advan

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Paraguayan Indigenous Peoples and the Challenge of Citizenship do so, we will outline Indigenous epistemologies and worldviews, and identify the challenges of a truly intercultural dialogue between different epistemologies. This will allow us to envision culturally relevant citizenship education for Indigenous Peoples.