Global citizenship and critical thinking in higher education curricula and police education: a socially critical vocational perspective

2.50
Hdl Handle:
http://hdl.handle.net/10547/622145
Title:
Global citizenship and critical thinking in higher education curricula and police education: a socially critical vocational perspective
Authors:
Peach, Sam; Clare, Ray
Abstract:
The re‐emergence of the concept of global citizenship within higher education (HE) after what Smith et al. (2008, p.136) have described as ‘many years of comparative neglect’ has reopened the debate about the fundamental roles, responsibilities and purpose of HE. Rhoads and Szelenyi (2011, p8‐9) argue that not only do ‘universities have an obligation to use their knowledge capacities to advance social life and to better the human condition’, but they also have a responsibility for ‘advancing global social relations’. Likewise, Camicia and Franklin (2011, p.39) maintain that universities have the ‘intellectual authority that society needs to help it reflect, understand and act’ which suggests that Higher Education Institutions (HEIs) have a profound and moral responsibility to take a leading and active role in creating a more enlightened, socially just and civilised global society.
Affiliation:
College of Policing
Citation:
Peach, S., Clare, R. (2017) 'Global citizenship and critical thinking in higher education curricula and police education: a socially critical vocational perspective' Journal of pedagogic development 7 (2)
Publisher:
University of Bedfordshire
Journal:
Journal of pedagogic development
Issue Date:
Jul-2017
URI:
http://hdl.handle.net/10547/622145
Additional Links:
https://journals.beds.ac.uk/ojs/index.php/jpd/article/view/379
Type:
Article
Language:
en
ISSN:
2047-3265
Appears in Collections:
Journal of Pedagogic Development

Full metadata record

DC FieldValue Language
dc.contributor.authorPeach, Samen
dc.contributor.authorClare, Rayen
dc.date.accessioned2017-07-07T11:36:48Z-
dc.date.available2017-07-07T11:36:48Z-
dc.date.issued2017-07-
dc.identifier.citationPeach, S., Clare, R. (2017) 'Global citizenship and critical thinking in higher education curricula and police education: a socially critical vocational perspective' Journal of pedagogic development 7 (2)en
dc.identifier.issn2047-3265-
dc.identifier.urihttp://hdl.handle.net/10547/622145-
dc.description.abstractThe re‐emergence of the concept of global citizenship within higher education (HE) after what Smith et al. (2008, p.136) have described as ‘many years of comparative neglect’ has reopened the debate about the fundamental roles, responsibilities and purpose of HE. Rhoads and Szelenyi (2011, p8‐9) argue that not only do ‘universities have an obligation to use their knowledge capacities to advance social life and to better the human condition’, but they also have a responsibility for ‘advancing global social relations’. Likewise, Camicia and Franklin (2011, p.39) maintain that universities have the ‘intellectual authority that society needs to help it reflect, understand and act’ which suggests that Higher Education Institutions (HEIs) have a profound and moral responsibility to take a leading and active role in creating a more enlightened, socially just and civilised global society.en
dc.language.isoenen
dc.publisherUniversity of Bedfordshireen
dc.relation.urlhttps://journals.beds.ac.uk/ojs/index.php/jpd/article/view/379en
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectpolice educationen
dc.subjectcritical thinkingen
dc.subjectcitizenshipen
dc.subjectX342 Academic studies in Higher Educationen
dc.titleGlobal citizenship and critical thinking in higher education curricula and police education: a socially critical vocational perspectiveen
dc.typeArticleen
dc.contributor.departmentCollege of Policingen
dc.identifier.journalJournal of pedagogic developmenten
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