Global citizenship and globalism

Global Citizenship and Globalism
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Annotated Bibliography: Global Citizenship and Globalism
Jooste, N., & Heleta, S. (2017). Global Citizenship Versus Globally Competent Graduates: A Critical View From the South. Journal Of Studies In International Education, 21(1), 39-51. doi:10.1177/1028315316637341
In this article, Jooste and Heleta critically examine concepts of global citizenship and globalism in a world fraught with several historical injustices and untamed structural inequalities. The duo does their analysis from the perspective of higher education and suggests that school should focus on producing globally competent graduates who understand their positions in developing a better tomorrow beyond their national and regional borders. This source is credible and relevant and will provide evidence to support my arguments.
Tawil, S. (2013). Education for ‘Global Citizenship’: A framework for discussion. Education Research and Foresight: Working papers UNESCO, http://unesdoc.unesco.org/images/0022/002237/223784e.pdfIn this working paper, Sobhi Tawil, a senior program specialist at the UNESCO, explores the idea of global citizenship and globalism from an educational perspective. He argues that global citizenship is a contested notion and education should help people forge ahead in developing societies that are all-inclusive, tolerant, peaceful, and just. Tawil understands global citizenship as the idea of moving beyond local borders and belonging to different international societies and cultures.

This source is important and will be pivotal in developing my thesis.
Green, M. F. (2012). Global citizenship: What are we talking about and why does it matter?. International Educator, 21(3), 124.
Green (2012) focuses on unravelling the concept of global citizenship, what people say about it, and why it matters today. Unlike national citizenship, global citizenship is an intentional association with an ideology that denotes thinking and living within different cross-cutting communities, nations, states, regions, and international collectives (Green, 2012). As per this author, the practice of global citizenship and idea of globalism are exercised mainly at home, through the commitment to global issues and various cultures in local settings. Global citizenship and globalism imply a direct experience with diverse cultures, peoples, and countries.
Schattle, H. (2008). Education for global citizenship: Illustrations of ideological pluralism and adaptation. Journal Of Political Ideologies, 13(1), 73-94. doi:10.1080/13569310701822263
In this article, Hans Schattle explores conceptual currents underpinning the overall notion of global citizenship in the public domain. To accomplish this objective, Schattle dissects how educators deploy the term “global citizenship.” In his analysis, Schattle establishes that educational programs in most of the English speaking countries associate global citizenship with four conceptual discourses: environmentalism, neoliberalism, liberal multiculturalism, and moral cosmopolitanism. Schattle argues that public discourse attached to the idea of global citizenship in the educational arena does not yet authenticate a future dogma like ‘globalism,’ but remains foundational to the understanding of how conventional ideologies, such as liberalism, develop and improve public acknowledgment of global interdependence. This source is credible and relevant and will help in supporting the thesis of my paper.
Schreiber-Barsch, S. (2018). Global Citizenship Education and Globalism. In The Palgrave Handbook of Global Citizenship and Education. 113-131. Palgrave Macmillan, London. 10.1057/978-1-137-59733-5_8.
Silke Schreiber-Barsch is a professor of Adult education at the University of Hamburg and a specialist in spatial theory and global citizenship. In her article published in Chapter 8 of “The Palgrave Handbook of Global Citizenship and Education, Schreiber-Barsch argues that people’s performances and performances of subjects within the realms social inclusion that gives them intuitions in globalism’s powerful facet, as a foundation, for developing an integrated society. This source is academic and helpful in developing strong arguments.

References
Green, M. F. (2012). Global citizenship: What are we talking about and why does it matter?. International Educator, 21(3), 124.
Jooste, N., & Heleta, S. (2017). Global Citizenship Versus Globally Competent Graduates: A Critical View From the South. Journal Of Studies In International Education, 21(1), 39-51. doi:10.1177/1028315316637341
Schattle, H. (2008). Education for global citizenship: Illustrations of ideological pluralism and adaptation. Journal Of Political Ideologies, 13(1), 73-94. doi:10.1080/13569310701822263
Schreiber-Barsch, S. (2018). Global Citizenship Education and Globalism. In The Palgrave Handbook of Global Citizenship and Education. 113-131. Palgrave Macmillan, London. 10.1057/978-1-137-59733-5_8.
Tawil, S. (2013). Education for ‘Global Citizenship’: A framework for discussion. Education Research and Foresight: Working papers UNESCO, http://unesdoc.unesco.org/images/0022/002237/223784e.pdf