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

Sam Peach
,
Ray Clare

College of Policing

Research Output: Contribution to journal Article Peer-review

Open access

Sustainable Development Goals

SDG 4 Quality Education

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.

Publication Information

Output type

Research Output: Contribution to journal Article Peer-review

Original language

English

Journal (Volume, Issue Number)

Journal of pedagogic development

Publication milestones

Published - 07/2017

Publication status

Published - 07/2017

ISSN

2047-3265

External Publication IDs

handle.net: 10547/622145

Access to documents

379-983-1-SM.pdf

Final published version, 269.09 KB

License:CC BY-NC-ND

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