Liberal perspective of Education for Global Citizenship in International Schools

Azerbaijan Journal of Educational Studies (AJES). No2, 2018. pp. 151–156

by Jeyla Nasibova - Head of Humanities Department at Baku Oxford School. Currently EdD program student at Glasgow University, UK. E-mail: n.jeyla@gmail.com

Abstract
This article is focused on a liberal future of Education for Global Citizenship (EGC) in international schools, based on key liberal ideas and values, such as personal liberty, respect to diversity, responsible attitude towards humanity, as well as embracing breadth of knowledge and understanding. Liberal approach to EGC would possess core components of liberal education as breadth of knowledge and ideas, autonomy, that enables critical thinking and non-instrumental purpose. The non-instrumental purpose of liberal approach in this context is the aim the raise caring, democratic and engaged global citizens who will intend to bring positive changes to the world, rather than study exceptionally to secure financially stable future of themselves and become players of global economy. The article also demonstrate that liberal approach to EGC in international schools alongside with other curricular subjects provide a breadth of skills, understanding of rights and freedoms to potential global citizens allowing them to become prepared for efficient functioning in the globalising world. The process of globalisation is shown in this essay as an umbrella for changing education systems and visions around the world, including Azerbaijan. In its term, the liberal approach to EGC in international schools can play an important role in shaping more prosper future for global democratic society.
Keywords: globalization, education, global citizenship, liberal, diversity, global society, international schools.

References
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To cite this article: Nasibova J., (2018) Liberal perspective of Education for Global Citizenship in International Schools. Azerbaijan Journal of Educational Studies (AJES Jour.). Volume 683, Issue II, pp. 151–156

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