The Global Education Research and Teaching Team’s model of Global Education advocates multidimensional citizenship as explained by Parker, Ninomiya & Cogan, (1999, p. 127).

we mean to capture the personal, social, spatial, and temporal aspects of the citizen identity that are necessary for meeting the challenges of the early 21st century……..The challenges of the 21st century transcend national boundaries-we could call them supranational or transnational challenges. Persons and groups who are going to face those challenges together, forging action in concert, must be able to think and act flexibly within multiple community affiliations… a past-present-and-future outlook.

The Australian Framework explained at : http://www.globaleducation.edu.au/ has five learning emphases (interdependence and globalisation; identity and cultural diversity; social justice and human rights; peace building and conflict resolution; and sustainable futures) which reflect recurring themes and additionally each emphasis has a spatial and temporal dimension. Students are provided with opportunities to develop the values, knowledge, skills and capacity for action that are essential for becoming good global citizens.

GERT uses the structure provided by the Australian framework for Global Education (2008) but also explores alternative and expansive notions of global education and global citizenship in our teaching curriculum and pedagogy and also in our research focuses.

The GERT members were recently recognised for their exceptional contribution to education at the University of Newcastle, receiving the Dean of Education and Arts Award for Excellence in Teaching.


If you have any queries or would like to contact GERT: the Global Education Research and Teaching Team please make contact on Ruth.Reynolds@newcastle.edu.au