Current Activities: Ready to Teach Global Citizenship?

Ready to Teach Global Citizenship? is an Manchester Met-funded[1]research project that investigates global citizenship and teacher education[2].

This research compares global citizenship education in Spain, England, Colombia and Pakistan. The particular focus is on pre-service teachers who are developing their practice in these locations.

Previous research indicates that teachers are committed to global citizenship education but they don’t know how to teach it. Researchers often highlight the need for a clearer commitment from teacher educator programmes to the education of the global citizenry.

We seek to gain knowledge about:

  1. How pre-service teachers understand their role as civic educators in relation to different contexts (e.g. local, national, global);
  2. The ways in which future teachers understand global citizenship education;
  3. The influence of pre-service teachers’ personal experiences, including participation in teacher education programmes, on their perceptions of the purposes of education.
  4. Whether and how teacher education programmes support pre-service teachers to include global citizenship education in their practices.

We collect data from pre-service teachers’ pre/post questionnairesinterviews,documentation analysis and observations of taught sessions in university-based teacher education programmes.

[1] Funded through the Research Accelerator Grant and the CELT SoTL schemes.

[2] This research project is conducted by members of the Building Research in Teacher Education (BRiTE) group.


A mixed-methods approach will be used in this research. Our rationale for using this approach reflects what Johnson et al. (2007) describe as selecting the best research methods for a particular project.

We will use qualitative methods in order to gain a deeper understanding of the ways in which pre-service teachers discursively construct citizenship and global citizenship education. Data will be collected via course documentation, observations, interviews and open questions in questionnaires; this will be analysed using free and normative content analysis.

Simultaneously, we feel quantitative methods might be more appropriate for comparing pre-service teachers’ perceptions in different locations. To this end, quantitative data will be obtained through two different methods. First, we will use pre-course and post-course questionnaires. Pre-service teachers will fill a questionnaire at the beginning and end of the course. These questionnaires will have some closed questions that will be immediately quantified. Second, the results from the normative content analysis will be quantified following the method of quantification.

Project Partners

Manchester Metropolitan University, UK [Leading]

  • Dr. Chris Hanley (PI)
  • Dr. Edda Sant (PI)
  • Ms. Pura Ariza
  • Mr. Chris Chambers

Universitat Autonoma de Barcelona, Spain

  • Prof. Antoni Santisteban
  • Ms. Sandra Muzzi
  • Ms. Montse Yuste
  • Dr. Carles Anguera
  • Mr. Breo Tosar

Universidad de Medellin, Colombia

  • Dr. Gustavo Gonzalez
  • University of Sindh, Pakistan
  • Ms. Ghazal Syed

The University of York, UK

  • Prof. Ian Davies
  • Ms. Ghazal Syed

The Live Project

Global citizenship education – the live project” comprises an innovative approach to teacher education for global citizenship. The live project will bring together national and international students, educators, researchers and representatives of official bodies to consider how global citizenship might be approached differently by teachers and their students.

We believe that there are multiple ways of understanding global citizenship education. Teachers might welcome having access to spaces in which they can discuss, reflect upon and challenge ideas about global citizenship alongside others.  One of the purposes of such debate would be to envisage possible futures and the citizenship education that would help bring them about.

“Global citizenship education – the live project” involves an innovative approach to teacher education. We believe that by giving pre-service teachers spaces to test their ideas by engaging with others, the teachers of the future will be better equipped to contribute to a better future.

Global citizenship education – the live project” will generate a democratic context in which these activities can take place. As part of a three-day event, the participants will bring their theoretical and practical expertise to bear on important questions in the fields of global citizenship and global citizenship education.

In the first part of the event [Wednesday and Thursday], the participants will consider the concept and global citizenship and the relevance of educating a global citizenry.

In the second part of the event [Friday], drawing upon the previous discussions, the participants will design proposals to teach global citizenship in different areas of the curriculum.