A conception of practical global citizenship education: locating and situating ‘allosyncracy’

Article

Palmer, Nicholas. 2024. "A conception of practical global citizenship education: locating and situating ‘allosyncracy’." Globalization Societies and Education. 22 (2), pp. 292-302. https://doi.org/10.1080/14767724.2022.2052811
Article Title

A conception of practical global citizenship education: locating and situating ‘allosyncracy’

ERA Journal ID19982
Article CategoryArticle
Authors
AuthorPalmer, Nicholas
Journal TitleGlobalization Societies and Education
Journal Citation22 (2), pp. 292-302
Number of Pages11
Year2024
PublisherTaylor & Francis
Place of PublicationUnited Kingdom
ISSN1476-7724
1476-7732
Digital Object Identifier (DOI)https://doi.org/10.1080/14767724.2022.2052811
Web Address (URL)https://www.tandfonline.com/doi/full/10.1080/14767724.2022.2052811
Abstract

This paper examines practitioners’ experiences of global citizenship education (GCE) in an international baccalaureate (IB) international school and argues that the school’s enactment of GCE constitutes an allosyncratic response. The author defines allosyncracy as the uniqueness of behaviour and temperament demonstrated by groups and individuals in relation to others of difference. Thinking with Jürgen Habermas and Elliot Eisner, the author elaborates allosyncracy and argues that the delineating and expressive properties of the concept form a useful thread for GCE advancement. This research will be of interest to those seeking to develop modes of global engagement, including global citizenship, cosmopolitan education, and international-mindedness.

KeywordsGlobal citizenship education, global education, international baccalaureate, Habermas, Eisner, allosyncracy
Contains Sensitive ContentDoes not contain sensitive content
ANZSRC Field of Research 2020390102. Curriculum and pedagogy theory and development
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Byline AffiliationsDeakin University
Institution of OriginUniversity of Southern Queensland
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