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Hiroko Hara, Prefectural University of Kumamoto, JapanAbstract
This paper discusses the potential of incorporating arts-based pedagogy in global citizenship education. This novel educational approach is to increase young people’s awareness of diversity and guide them to become tolerant global citizens through art-making. Goal 4, among the seventeen Sustainable Development Goals (SDGs) created by the United Nations, aims for “quality education,” and one of its subdivided categories called Target 4.7 indicates the necessity of developing global citizenship among students for cultural diversity. Paying attention to diversity in global contexts beyond the dichotomy of the Global North and the Global South is getting increasingly important. What kinds of art-making are effective in education so that the youth can transform themselves to be active global citizens? A combination of ethnographic observation and interviews was conducted in Phnom Penh, Cambodia. In conceptualizing this study, I apply the concept of the “rhizome” proposed by Deleuze and Guattari (1987). Theoretically, this study deepens our understanding of the “rhizome,” that is, multiplicity beyond the dichotomy, which emerges from art-making. Practically, this research shows some art-making practices corresponding to the objectives of global citizenship education.
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Conference: ACEID2024Stream: Teaching Experiences
This paper is part of the ACEID2024 Conference Proceedings (View)
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To cite this article:
Hara H. (2024) Arts-Based Pedagogy for Promoting Diversity: A New Approach in Global Citizenship Education ISSN: 2189-101X – The Asian Conference on Education & International Development 2024 Official Conference Proceedings (pp. 701-712) https://doi.org/10.22492/issn.2189-101X.2024.55
To link to this article: https://doi.org/10.22492/issn.2189-101X.2024.55
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