The critical state of Global Citizenship Education (GCE) in Initial Teacher Education (ITE): an exploration of student teachers’ initial understandings of and experiences with, a ‘praxis’curriculum design to promote greater inclusion, equality and active participation in global democratic societies
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Date
2025
Authors
Hoy, Seánín
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Publisher
University College Cork
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Abstract
This research investigates student teachers' understandings and experiences in engaging with a 'praxis' curriculum design to promote greater inclusion, equality, and active participation in global democratic societies. The study is conducted at University College Cork (UCC) in collaboration with Professional Master of Education (PME) student teachers as they carry out their practices of praxis across various schools in Cork City. The investigation delves into the emotional experiences accompanying these practices, identifying feelings of anxiety, uncertainty, resistance, determination, and satisfaction. Reflection emerges as a pivotal element for personal and professional growth, as well as sustained engagement (O’Flaherty et al., 2024). Guided by an interpretivist paradigm, the study employs a hermeneutic methodological approach to deeply explore the lived experiences of student teachers (Darling-Hammond, 2000; Molotja & Maruma, 2018; Lammert, 2020). Emphasis is placed on amplifying the voices of student teachers as they navigate the complexities of a praxis curriculum design. The research offers both theoretical and practical insights for fostering inclusion, equality, and active participation in global democratic societies. Theoretically, it posits that critical engagement with foundational theories enables student teachers to navigate so-called ‘sensitive’ issues such as racism, gender discrimination, and class inequality, fostering democratic competencies in themselves and their students (Freire, 1970). Practically, involvement with Global Citizenship Education (GCE) and praxis curriculum design empowers student teachers to address the root causes of injustice through dialogic and participative learning methods (Andreotti, 2014).
Empirical findings highlight four key strategies to support student teachers: embedding reflective practices through diverse methods and settings to enhance critical self-awareness and classroom strategies; providing practical supports, such as workshops and mentoring, to integrate GCE themes into subject-specific teaching; facilitating collaboration with experienced teachers to share and develop resources, praxis methods, and strategies; and developing praxis skills by addressing challenges in implementing these methods, including classroom management, dialogic leadership, and handling so-called ‘controversial’ issues (Dewey, 1938; Biesta, 2015). These approaches necessitate collaborative efforts among universities, schools, and educational organisations to build communities of praxis. Through reflective and action-oriented practices, student teachers develop the capacity to challenge traditional power dynamics, foster critical democratic skills, and contribute to a culture that balances academic achievement with lifelong learning and civic engagement.
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Controlled Access
Keywords
Praxis , Inclusion , Global Citizenship Education (GCE) , Democratic participation , Student teachers , Reflective practice , Critical engagement , Educational equity
Citation
Hoy, S. 2025. The critical state of Global Citizenship Education (GCE) in Initial Teacher Education (ITE): an exploration of student teachers’ initial understandings of and experiences with, a ‘praxis’curriculum design to promote greater inclusion, equality and active participation in global democratic societies. PhD Thesis, University College Cork.