Browsing by Author "Nasib, Nea"

Global education is a response to the needs of a globalized world. Global education was included in the Finnish national core curriculum in the latest curriculum reform in 2014. However, global education and especially its postcolonial approach, critical global education, calls for a more systematic inclusion in all the structures of education. This study aimed to examine how the contents and objectives of global and critical global education are included in the Finnish national core curriculum 2014. I also examined how the contents of global and critical global education included in the general objectives and the value base of the national core curriculum, reflect on the subject-specific goals and contents in the grades 3 to 6. The study data consisted of chapters 1, 2, 3, 4, and 14 of the Finnish national core curriculum 2014. The research was conducted as a theory-driven content analysis. I organized the data into themes and categories based on theory about global education and critical global education. I analyzed how the contents of global and critical global education were included in the general objectives and value base of the national core curriculum and compared these results with the subject-specific goals and contents. By comparing theory and the themes emerging from the data, I also paid attention to the contents of critical global education that were not included in the national core curriculum 2014. Based on the results of this research, many of the areas of global education, especially the education for active citizenship and respect for cultural diversity can be seen throughout the national core curriculum 2014. However, the concepts of global education and global citizenship were presented merely as disconnected and abstract topics thus leaving the accentuated sub themes in global education disconnected. The core mission of global education as an integrator of various approaches in the field of education was not transmitted in the study data. Few objectives of critical global education were seen, sense of agency, respect for cultural diversity and critical thinking being emphasized the most.