This paper discusses the potential of incorporating arts-based pedagogy in global citizenship education. This novel educational approach is to increase young people’s awareness of diversity and guide them to become tolerant global citizens through art-making. Goal 4, among the seventeen Sustainable Development Goals (SDGs) created by the United Nations, aims for “quality education”, and one of its subdivided categories called Target 4.7 indicates the necessity of developing global citizenship among students for cultural diversity. Paying attention to diversity in global contexts beyond the dichotomy of the Global North and the Global South is getting increasingly important. What kinds of art-making are effective in education so that the youth can transform themselves to be active global citizens? A combination of ethnographic observation and interviews was conducted in Phnom Penh, Cambodia. Applying the concept of “a rhizome” proposed by Deleuze and Guattari (1987/2016), this study examines how the research participants (eleven in total) express themselves through art-making such as filming and photographing. It reveals that both encoding a message as an art producer and decoding as a viewer lead to the awareness and acknowledgement of diversity. Theoretically, this study deepens our understanding of “a rhizome”, that is, multiplicity beyond the dichotomy, which emerges from art-making. Practically, this research shows how to practice arts-based pedagogy, in particular, filming and photographing in global citizenship education, which can be employed in various school settings.

Authors:
Hiroko Hara, Prefectural University of Kumamoto, Japan

About the Presenter(s)
Dr Hiroko Hara is a University Associate Professor/Senior Lecturer at Prefectural University of Kumamoto in Japan

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