| dc.description.abstract | Critical Global Citizenship Education (GCED) encourages learners to examine economic and cultural roots of the inequalities in power and wealth distribution. It is also crucial to unveil how modernity influences our way to understand the world, which is just one way of many, but other epistemologies have been denied access into the Academy. The inclusion of indigenous knowledges is not just important with regard to justice, but also in connection to matters of sustainability. Postcritical approaches to GCED call for epistemological pluralism to explore other ways of living and relating. This master thesis examines to what extent the renewal of curricula in Norway promotes critical and postcritical Global Citizenship Education by conducting a content analysis of underlying documents and a case study at the teacher education program at the Inland Norway University of Applied Sciences (INN). Findings suggest that underlying attitudes in (post) critical GCED and the education system in Norway are co-extensive, as both promote difference as sources for learning. Sámi knowledges, as the local agents for indigenous knowledges, are included in the Norwegian education system, though not mainstreamed. They are not linked to the interdisciplinary topic of sustainable development either. There is also potential to raise awareness for how our history shaped the way we think and relate to Others - marginalized groups, defined by society as other than the idealized norm - in order to make transformative learning really transformative. | |
