Collaboration in Global Citizenship Education studies: a narrative literature review
DOI:
https://doi.org/10.34624/id.v17i2.39309Keywords:
Global Citizenship Education, educational actors, narrative literature review, collaborationAbstract
Although recognised in national and international education policies, Global Citizenship Education (GCE) remains a residual presence in the formal curriculum, often restricted to one-off activities focused on the cognitive and socio-emotional dimensions of learning. However, research highlights the potential of collaboration between institutional actors (schools, universities, and civil society organisations) to strengthen a behavioural dimension of learning, which empowers teachers and students to transform local and global realities. This article, based on a Narrative Literature Review (NLR), analyses the characteristics, potential, and challenges of collaborative work in GCE, starting with the question: ‘How is collaboration viewed in GCE studies?’. To this end, a two-stage review was carried out: (1) analysis of articles and chapters in Portuguese, English and Spanish (2012-2024) indexed in six databases; (2) expansion to non-indexed specialised journals. The results show that collaboration in GCE between academic institutions and non-governmental organisations is beneficial in GCE, with intra/inter-institutional and school-community networks standing out as catalysts for pedagogical innovation, knowledge and global competences. However, challenges persist, such as cultural/linguistic barriers, power asymmetries, and financial or technical constraints, which must be considered when designing partnerships in GCE.
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