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Exploring the Transformative Power of Arts-Based Pedagogies in Promoting Global Citizenship Education
Abstract
This paper examines the transformative potential of arts-based pedagogies in fostering global citizenship education (GCE) among students. Drawing on theoretical frameworks from education, sociology, and cultural studies, it explores how arts-based approaches engage learners in critical inquiry, empathy development, and cross-cultural dialogue. The paper discusses the integration of visual arts, literature, music, theater, and digital media into GCE curricula, highlighting their role in nurturing intercultural competence, social responsibility, and ethical decision-making skills. Through case studies and empirical evidence, it demonstrates the effectiveness of arts-based pedagogies in cultivating a sense of belonging to a diverse global community and inspiring action for social justice and environmental sustainability. Additionally, the paper addresses challenges such as resource constraints, teacher training, and curriculum alignment in implementing arts-based GCE initiatives. It concludes by emphasizing the importance of collaboration among educators, artists, policymakers, and community stakeholders to leverage the transformative power of the arts for advancing global citizenship and building a more just and sustainable world.
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References
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