Global Education and Citizenship: Annotated Bibliography Assignment

This annotated bibliography provides an in-depth analysis of five scholarly articles concerning global education and citizenship, specifically focusing on the experiences of immigrant students in the Global North. The articles explore various facets, including the tensions between citizenship education and national values in the UK, ideological critiques of global citizenship education, the relationship between multicultural education, diversity, and citizenship in Canada, reciprocal relations between reading motivation and competence among native and immigrant students in Germany, and the concept of 'global competence' among minority immigrant students in study abroad programs. Each article is summarized, and its key arguments and methodologies are highlighted, providing a comprehensive overview of the current research landscape in this field. The bibliography covers a range of issues such as cultural diversity, linguistic challenges, and the impact of educational policies on immigrant students.

Running head: ANNOTATED BIBLIOGRAPHY
Annotated Bibliography
Name of the Student
Name of the University
Author Note

2ANNOTATED BIBLIOGRAPHY
This assignment engages in an in-depth analysis and review of five important scholarly
articles dealing with the subject of global education and citizenship, with special reference to the
experiences of immigrant students in the countries of the Global North.
Starkey, H. (2018). Fundamental British Values and citizenship education: tensions between
national and global perspectives. Geografiska Annaler: Series B, Human
Geography, 100(2), 149-162.
The relationship between citizenship education and fundamental British values is a
subject that has been researched upon in great detail by Starkey (2018). The study undertaken by
Starkey (2018) has discussed in detail the tensions that were seen to exist between the
development of what may be termed as citizenship education in the country of England during
the decade of the 1990’s and a recent obligation on the part of schools in this country to engage
in the promotion of fundamental British values. It is argued by Starkey (2018) that the Crick
Report which was published in the year of 1998, has elaborated a detailed program for study as
well as rationale for citizenship education with a strong emphasis being laid on the matter of
political literacy, which in turn is seen to encourage citizenship acts across scales that range from
global to local and vice versa. It is further argued by Starkey (2018) that the curriculum review
of the subject of citizenship as brought out formally in the year of 2007 has advocated how
diversity and identity need to be framed, and how living together in a place such as the United
Kingdom should constitute the locus for the exploration of flexible and multiple identities as well
as cosmopolitan perspectives. It is primarily secondary research that Starkey (2018) has taken
recourse to, in order to study this relationship between citizenship education in the UK and the
promotion of values that are fundamentally British in their nature and their scope.

3ANNOTATED BIBLIOGRAPHY
Pais, A., & Costa, M. (2020). An ideology critique of global citizenship education. Critical
Studies in Education, 61(1), 1-16.
Pais and Costa (2020) have undertaken a critical study of the subject of global citizenship
and have attempted to see how this plays out in the domain of education. In the view of Pais and
Costa (2020), global citizenship education is a subject that has emerged as an important topic of
discussion and debate among national and international educational agencies, and also among
researchers with the purpose of delineating the internationalization of education, which is
otherwise taking place at quite an increasing pace. An attempt has particularly been made on the
part of Pais and Costa (2020) to examine what it is that global citizenship education is seen to
entail in the ideological sense of the term. In the process, what Pais and Costa (2020) have
managed to do is not only to unveil the discursive and hidden content of such education, but also
showcase the specific role that is played by a wide range of non-discursive elements when it
comes to guaranteeing mutual coexistence of various antagonistic discourses. It is primarily
secondary data analysis that Pais and Costa (2020) have taken recourse to, in order to carry out
their study. It is argued in conclusion by Pais and Costa (2020), that critical democratic
discourses do not pose a threat to what be may termed as neoliberal structuring of the process of
higher global education and that it may also serve the purpose of apologetic narratives for those
who still desire to work at universities while remaining dissatisfied with the present day
commodification of university education.
Joshee, R., Peck, C., Thompson, L. A., Chareka, O., & Sears, A. (2016). Multicultural education,
diversity, and citizenship in Canada. In Learning from difference: Comparative accounts
of multicultural education (pp. 35-50). Springer, Cham

4ANNOTATED BIBLIOGRAPHY
The relationship between diversity, citizenship and multicultural education in the country
of Canada is a subject that has been researched upon by Joshee et al. (2016). In the view of the
researchers, multiculturalism in the country of Canada is something that concerns itself quite
exclusively with the matter of cultural diversity. It plays an active role in addressing a wide
range of issues such as religious diversity, racism, cultural identity, linguistic diversity and
immigrant detention among others. In the view of Joshee et al. (2016), such issues have
constituted an important feature of debates on the subject of Canadian identity ever since the
country of Canada formally came into existence in the year of 1867. The historical
underpinnings associated with the process of multiculturalism have been analyzed and discussed
in detail by the researchers with an effort being made to point out the contemporary meanings
and interpretations that are associated with the process of multiculturalism. The way by which
cultural diversity has been brought into play in the classroom and the specific ways by which
multiculturalism has found reflection in the educational policies and programs that have been
introduced in Canadian cities and towns over the years, has been researched upon, analyzed and
discussed in this piece of work. It is important to point out in this context that it is secondary and
archival research that has been undertaken by the researchers in order to put forward the key
claims and arguments that are associated with this piece of scholarly work.
Miyamoto, A., Pfost, M., & Artelt, C. (2018). Reciprocal relations between intrinsic reading
motivation and reading competence: A comparison between native and immigrant
students in Germany. Journal of Research in Reading, 41(1), 176-196
Miyamoto et al. (2018) have made an attempt to understand the educational experiences
of immigrant and native school students in the country of Germany. The research has been
carried out specifically in the context of reading competence and intrinsic reading motivation. By

5ANNOTATED BIBLIOGRAPHY
aiming to understand how immigrant and native students respond in the class when they are
subjected to reading lessons, Miyamoto et al. (2018) how different the educational experience of
native German speakers or native German school students turns out to be from students who hail
from immigrant families in Germany. Secondary school students in Germany, as many as 4619
in number were subjected to analysis and a wide range of cross lagged effects were seen to exist
in reading competence, fluency and motivation between the students who hail from immigrant
backgrounds and students who are native to the country of Germany. It has been discovered by
Miyamoto et al. (2018) that intrinsic motivation when it comes to a school activity like reading is
something that is directly related to how competent or fluent students turn out to be in the act of
reading, in a German classroom. In the view of the researchers the native students in German
classrooms are far more motivated when they engage in reading activities compared to their
immigrant counterparts. The latter, in the view of the researchers have low levels of intrinsic
reading motivation largely because of the fact that they are not as familiar with the German
language as the native Germans are, and this is something that finds reflection in their reading
competence or abilities.
Doerr, N. M. (2020). ‘Global competence’of minority immigrant students: hierarchy of
experience and ideology of global competence in study abroad. Discourse: Studies in the
Cultural Politics of Education, 41(1), 83-97.
Doerr (2020) has studied how global competence is something that is judged among
international students in study abroad programs. In the view of Doerr (2020), immigrant
students, including those who study abroad as visiting scholars are seen to go through multiple
challenges and ordeals that keep them from learning as effectively in a global setup as they ought
to. Through detailed secondary research and analysis and also by engaging in detailed

6ANNOTATED BIBLIOGRAPHY
ethnographic research of three important study abroad programs or trips, it has been discovered
by Doerr (2020), that students who are either bi-lingual or multi-lingual have a tendency to do
better in a global educational setup compared to students who are not well versed with more than
one language. The multicultural experience that is an integral part of study abroad programs is
something that students are better able to adopt or to embrace when they are familiar with more
than one language of communication. In the view of Doerr (2020) new approaches have to be
adopted to the way by which study abroad programs are perceived or seen and an attempt needs t
be made by universities that conduct such programs on a global level, to introduce students to
language learning courses that can suitably enhance their educational experience in the country
and the university that they choose to visit or are selected to visit as a short term scholar. Global
competence of immigrant students is something that Doerr (2020) believe can be better
understood using new approaches when researching on and analyzing study abroad programs.

7ANNOTATED BIBLIOGRAPHY
References
Doerr, N. M. (2020). ‘Global competence’of minority immigrant students: hierarchy of
experience and ideology of global competence in study abroad. Discourse: Studies in the
Cultural Politics of Education, 41(1), 83-97.
Joshee, R., Peck, C., Thompson, L. A., Chareka, O., & Sears, A. (2016). Multicultural education,
diversity, and citizenship in Canada. In Learning from difference: Comparative accounts
of multicultural education (pp. 35-50). Springer, Cham
Miyamoto, A., Pfost, M., & Artelt, C. (2018). Reciprocal relations between intrinsic reading
motivation and reading competence: A comparison between native and immigrant
students in Germany. Journal of Research in Reading, 41(1), 176-196
Pais, A., & Costa, M. (2020). An ideology critique of global citizenship education. Critical
Studies in Education, 61(1), 1-16.
Starkey, H. (2018). Fundamental British Values and citizenship education: tensions between
national and global perspectives. Geografiska Annaler: Series B, Human
Geography, 100(2), 149-162.