TY  - JOUR
A1  - Heidt, Irene
A1  - Freitag-Hild, Britta
A2  - Römhild, Ricardo
A2  - Marxl, Anika
A2  - Matz, Frauke
A2  - Siepmann, Philipp
T1  - Critical global citizenship education in the EFL classroom
T2  - Rethinking Cultural Learning: Cosmopolitan Perspectives on Language Education
N2  - The objective of the present paper is to explore the potentials and challenges inherent in con- ceptualizations of global citizenship education (GCE) in the context of foreign language edu- cation. Specifically, we argue for a critical approach to GCE that emphasizes the significance of language as symbolic power by drawing on the concepts of critical literacy (e.g., Freire 1983; Janks 2014) and symbolic competence (Kramsch 2006; 2011; 2021). To illustrate the necessity of such a critical approach to GCE, we critically analyze teaching materials designed for the English language classroom as provided by the curriculum framework (KMK/ BMZ 2016). The analysis reveals how reliance on dominant Western liberal and neoliberal epistemologies, norms, and discourses might inadvertently reinforce the very inequalities that GCE actually seeks to address. By foregrounding the relationship between language, symbolic power, and GCE, we further redesign these teaching materials and incorporate pedagogical and methodological principles which are in line with a critical literacy and symbolic competence.
Y1  - 2023
UR  - https://publishup.uni-potsdam.de/frontdoor/index/index/docId/62715
SN  - 978-3-98940-005-4
SP  - 99
EP  - 114
PB  - Wissenschaftlicher Verlag Trier
CY  - Trier
ER  -