details
| Title |
Vignette 4. Expressions of global citizenship in student protests in Albania (2018-2019). Fieldnotes and reflections |
|---|---|
| Author | Gardinier, Meg P. |
| Source | Tertium comparationis 26 (2020) 2, S. 138-145  |
| Document | full text (2.499 KB) |
| License of the document |
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| Keywords (German) | Kompetenz; Staatsbürgerliche Erziehung; Fallstudie; Kommunikation; Schülerprotest; Soziale Software; Gerechtigkeit; Bürgerschaftliches Engagement; Globales Lernen; Menschenrechte; Weltgesellschaft; Ehrenamtliche Arbeit; Studentenbewegung; Internationaler Vergleich; Vignette <Methode>; Albanien; USA |
| sub-discipline | Intercultural and International Comparative Educational Research |
| Document type | Article (journal) |
| ISSN | 0947-9732; 1434-1697; 09479732; 14341697 |
| Language | English |
| Year of creation | 2020 |
| review status | Peer-Reviewed |
| Abstract (English): | This vignette examines the idea of global civic engagement among student activists in Albania, contextualizing their protests within the current landscape of wider global and domestic protests. The concept of global civic engagement does what global citizenship and global competence have often failed to do, uniting individuals from distinctly different points of view via solidarity, a sense of shared identity and belonging, and a sense of agency in bringing about social and political change. The author considers the extent to which this approach to global civic engagement can help address some of the limitations of dominant models of global citizenship and global competence used today. (DIPF/Orig.) |
| other articles of this journal | Tertium comparationis Jahr: 2020 |
| Statistics |  Number of document requests
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| Checksums | checksum comparison as proof of integrity |
| Date of publication | 07.09.2022 |
| Citation | Gardinier, Meg P.: Vignette 4. Expressions of global citizenship in student protests in Albania (2018-2019). Fieldnotes and reflections - In: Tertium comparationis 26 (2020) 2, S. 138-145 - URN: urn:nbn:de:0111-pedocs-253355 - DOI: 10.25656/01:25335 |
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