Ahmed, E. I., & Mohammed, A. (2021). Evaluating the impact of    global citizenship education
programmes: A synthesis of the research. Education Citizenship and Social Justice, 17(2), 122–140. https://doi.org/10.1177/17461979211000039

Akkari, A., & Maleq, K. (2019). Global citizenship: Buzzword or new instrument for educational
change? Europe’s Journal of Psychology, 15(2), 176–182.
https://doi.org/10.5964/ejop.v15i2.1999

Bamberger, A., & Morris, P. (2023). Critical perspectives on internationalization in higher
education: commercialization, global citizenship, or postcolonial imperialism? Critical
Studies in Education, 65(2), 128–146. https://doi.org/10.1080/17508487.2023.2233572

Calantropio, S. (2015). Lessons in elemental style.

Chen, D. (2021). Toward an understanding of 21st-century skills: From a systematic
review. International Journal for Educational and Vocational Guidance, 23(2),
275–294. https://doi.org/10.1007/s10775-021-09511-1

Cicco, I. (2020). Reimagining pedagogical possibilities in the Schulwerk: Intersections of critical
pedagogy for music education and Orff. Visions of Research in Music Education, 35(10)
https://opencommons.uconn.edu/vrme/vol35/iss1/10

Coloma, R. S. (2008). Who's afraid of Foucault? History, theory, and becoming subjects. History  of Education Quarterly, 48(3), 184-210. 

Derrida, J. (1978). Structure, sign, and play in the discourse of the human sciences. In Writing  and difference (A. Bass, Trans., pp. 278–293). University of Chicago Press. (Original  work published 1967) 

Estellés, M., & Fischman, G. E. (2020). Who needs global citizenship education? A review of the literature on Teacher education. Journal of Teacher Education, 72(2), 223–236.
https://doi.org/10.1177/0022487120920254

Frazee, J. (2006). Orff Schulwerk today: Nurturing Musical Expression and Understanding.
Education.

Freire, P. (1994). Pedagogy of hope: Reliving pedagogy of the oppressed (R. R. Barr, Trans.).
Continuum. (Original work published 1992)

Freire, P. (2018). Pedagogy of the oppressed (50th anniversary ed., M. B. Ramos, Trans.).
Bloomsbury Academic. (Original work published 1970)

Global Education Network Europe. (2022). The European declaration on global education to
2050: The Dublin declaration. GENE.

Golden, B. (2025). Critical thinking for global citizenship education: A conceptual framework. Palgrave Macmillan. https://doi.org/10.1007/978-3-031-89642-2

Goodkin, D. (2004). Play, sing, & dance: An Introduction to Orff Schulwerk.

Guo-Brennan, L. (2022). Educating for global citizenship and sustainability: From theory to
practice (Chapter 2). Island Studies Press.

Gustina, S. (2019). The application of the Orff Schulwerk approach to improve the pedagogical
competency of teacher candidates. In Proceedings of the 1st International Conference on
Interdisciplinary Arts and Humanities (ICONARTIES 2019) (pp. 59-65). SCITEPRESS.
https://doi.org/10.5220/0008545400590065

Hartmann, W. (2017, Winter). The principles of Orff-Schulwerk. Orff-Schulwerk Heute: Elemental Music and Dance Pedagogy, 97, 25–26. 

Hawley, D. K. (2025). From inherited practices to imagined possibilities: Teacher educator agency in American Orff-Schulwerk teacher education (Doctoral dissertation, Boston
University). ProQuest Dissertations and Theses Global.

hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. Routledge.

Hughes, P. W. (1993). The evolution of Orff-Schulwerk in North America (1955-1969). The
Bulletin of Historical Research in Music Education, 14(2), 73-91.
https://www.jstor.org/stable/40214811

Jiang, M. (2024). The role of experiential learning in transforming music appreciation education
and pedagogical practices. Pacific International Journal, 7(5), 157–162.
https://doi.org/10.55014/pij.v7i5.715

Karvelis, N. (2024). Modernity and Music Education: Constructing the Child, the Future, and
Orff-Schulwerk. Philosophy of Music Education Review, 32(2), 167–184.
https://doi.org/10.2979/pme.00015

Kester, K. (2023). Global citizenship education and peace education: Toward a postcritical
praxis. Educational Philosophy and Theory, 55(1), 45–56. h
https://doi.org/10.1080/00131857.2022.2040483

Majewska, I. A. (2022). Teaching Global Competence: Challenges and opportunities. College
Teaching, 71(2), 112–124. https://doi.org/10.1080/87567555.2022.2027858

Maniglia, R. H. (2022). The promise and threat of engaged pedagogy: A tribute to bell hooks.
Sustainability and Climate Change, 15(4), 239-248.
https://doi.org/10.1089/scc.2022.0059

McArton, L. (2020). Reimagining music teacher education programs as multimusical
constellations. Visions of Research in Music Education, 35, Article 18.
https://opencommons.uconn.edu/vrme/vol35/iss1/18

Nkansah, J. N. (2023). Teacher and student roles in Freire's critical pedagogy: A qualitative case
study. Mid-Western Educational Researcher, 35(1), 1-23.

OECD. (2018). The future of education and skills: Education 2030.
https://www.oecd.org/education/2030/E2030%20Position%20Paper%20(05.04.2018).pd

Orff, C. (1963). The Schulwerk: Its origin and aims. Music Educators Journal, 49(5), 69–74.
https://doi.org/10.2307/3389951

Osgood‐Campbell, E. (2015). Investigating the educational implications of embodied cognition:
A model interdisciplinary inquiry in mind, brain, and education curricula. Mind, Brain, and Education, 9(1), 3–9. https://doi.org/10.1111/mbe.12063

Özevin, B. (2018). Humanistic, artistic, and pedagogic aspects of Orff-Schulwerk music and
dance pedagogy. Journal of Human Sciences, 15(1), 8-23.
https://doi.org/10.14687/jhs.v15i1.4991

Rodríguez, M. E., & Fortunato, I. (2025). Paulo Freire's contributions to 21st century teacher
education: Inspirations for (re)discovering humanization. Policy Futures in Education,
23(5), 977–989. https://doi.org/10.1177/14782103251323403

Sahoo, A. (2025). The creative mind and peace education. Journal of Peace Education.
Advance online publication. https://doi.org/10.1080/17400201.2025.2584820

Schippling, A. (2020). Researching global citizenship education: Towards a critical approach. Journal of Social Science Education, 19(4), 98–113.

Sellars, M., & Imig, D. (2021). Pestalozzi and pedagogies of love: pathways to educational
reform. Early Child Development and Care, 191(7–8), 1152–1163.
https://doi.org/10.1080/03004430.2020.1845667

Simpson, L. B. (2014). Land as pedagogy: Nishnaabeg intelligence and rebellious transformation. Decolonization: Indigeneity, Education & Society, 3(3).
https://jps.library.utoronto.ca/index.php/des/article/view/22170/17985

Spivak, G. C. (2012). An aesthetic education in the era of globalization. Harvard University  Press. 
Tarozzi, M. (2023). Futures and hope of global citizenship education. International Journal of
Development Education and Global Learning, 15(1).
https://doi.org/10.14324/ijdegl.15.1.05

Truth and Reconciliation Commission of Canada. (2015). Truth and Reconciliation Commission of Canada: Calls to action. https://www2.gov.bc.ca/assets/gov/british-columbians-our-
governments/indigenous-people/aboriginal-peoples-
documents/calls_to_action_english2.pdf

Tuck, E., & Yang, K. W. (2012). Decolonization is not a metaphor. Decolonization: Indigeneity,
education & society, 1(1), 1-40. https://ikdll.nau.edu/id/eprint/84/

UNESCO. (2015). What you need to know about global citizenship education. UNESCO.
https://www.unesco.org/en/global-citizenship-peace-education/need-know

UNESCO. (2021). Reimagining our futures together: A new social contract for education. https://www.unesco.org/en/articles/reimagining-our-futures-together-new-social-contract-
education

United Nations. (n.d.). The 17 goals. United Nations Department of Economic and Social
Affairs, Sustainable Development. https://sdgs.un.org/goals

Veugelers, W., & Bosio, E. (2021). Linking moral and social-political perspectives in global
citizenship education: A conversation with Wiel Veugelers. Prospects, 53(3–4), 181–194.
https://doi.org/10.1007/s11125-021-09576-4

Waghid, Z. (2023). Teacher educators’ pedagogical practices in global citizenship education
using the soft vs critical GCE framework. Cogent Education, 10(2), 2251757.
https://doi.org/10.1080/2331186X.2023.2251757

Witt, A. (2022). Postpandemic futures of Global Citizenship Education for preservice teachers:
Challenges and possibilities. Prospects, 53(3–4), 299–312.
https://doi.org/10.1007/s11125-022-09599-5