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Global Citizenship Education (GCE): A Study on the Philosophical Foundations and Educational Norms of the Iranian National and Educational Documents with respect to the Promotion of the GCE Goals in Formal English Language Education | ||
| Journal of English Language Teaching and Learning | ||
| مقاله 2، دوره 16، شماره 33، 2024، صفحه 23-45 اصل مقاله (1.4 M) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22034/elt.2024.60741.2616 | ||
| نویسندگان | ||
| Leily Afsar1؛ Gholam-Reza Kiyani* 2 | ||
| 1Ph.D. Candidate in TEFL, Science and Research Branch, Islamic Azad University, Tehran, Iran | ||
| 2Department of Foreign Languages and Linguistics, Tarbiat Modares University, Iran | ||
| چکیده | ||
| As a controversial subject, globalization has affected various aspects of our lives. Today, the intertwined world is run through complicated relationships and the education of competent human capitals has gained more significance than before. Recently, there has been a movement, known as Global Citizenship Education (GCE), toward a pervasive orientation to education in which issues such as Quality Education are the critical goals. The main aim of this study was to explore the extent to which The Iranian National Curriculum, The Doctrine of General Formal Education System and The Fundamental Reform Document of Education promote the GCE goals in formal English language education. Using a multi-concept model based on the GCE goals, the documents were the subject of scrutiny through document analysis. A survey questionnaire and a semi-structured interview were also utilized. Among 198 participants, 12 individuals accepted to be interviewed. The results of the document analysis and the questionnaire approved the documents’ theoretical promotion of the GCE goals. However, they were criticized for being idealistic and incoherent in the interviews and literature review. Also, their appropriate implementation, practical efficiency and convincing educational achievement were disapproved. The study emphasizes global-oriented approaches in the country’s formal education. | ||
| کلیدواژه‌ها | ||
| curriculum؛ globalization؛ global citizenship education؛ language planning؛ language policy | ||
| مراجع | ||
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