Global citizenship education in secondary English teaching in Kathmandu valley : a human rights perspective

Abstract

Global challenges in the 21st Century demand Global Citizenship Education (GCED) that could empower learners to actively contribute to the making of a more just, peaceful and sustainable world. GCE is understood best to be implemented when it is embedded into formal school education. This research seeks to understand the availability, accessibility and acceptability of GCED in Kathmandu Valley secondary education, taking English Grade 9 and Grade 10 education as a case study. The study reviewed the government prescribed English textbooks, and mapped out the extent to which the current textbooks are corresponding to the UNESCO proposed GCED topics and learning objectives framework. In-depth interviews were conducted with secondary school English teachers, in order to understand their views about GCED, as well as to identify the challenges and opportunities of GCED implementation. The research finds that there is an accessibility gap between institutional schools and community schools in terms of the variation of teaching materials, teacher's awareness and training, as well as students' extra-curricular options. The research also identifies three contentious issues that would affect the implementation of global citizenship education: national education agenda characterized by instilling nationalism, the myth of English education equivalent to quality education in the city area, and the exam-oriented schooling culture. Examining the challenges and opportunities of GCED implementation, the current study remarks on teacher's agency and crucial role in cultivating a culture of peace, respect and sustainability.