Journal of Studies in Language, Culture and Society (JSLCS)

Global Citizenship And English Literature: Exploring Efl Perspectives In Algerian Higher Education

Auteurs : Nezzar Kenza . Mihoubi Houria .

Résumé

Literature is often credited with cultivating empathy, intercultural awareness, and critical reflection, which are key dimensions of global citizenship education (GCE). Nonetheless, empirical evidence is scarce in Global South contexts, where literature curricula typically prioritise literary knowledge and textual analysis over explicit global citizenship objectives. This study explored how Algerian literature teachers and undergraduate students perceive the role of English literature in developing global citizenship competences. Using a qualitative case study design, data were collected through online questionnaires and analysed thematically. Findings reveal convergence between students and teachers in conceptualising GC as encompassing global awareness, empathetic engagement, and ethical responsibility. Both Participants associated literary study with critical thinking, perspective-taking, and moral reasoning. However, these outcomes were largely sporadic, emerging through individual teacher initiative or student motivation rather than systematic curricular integration. Structural and pedagogical constraints, including rigid syllabi, limited instructional time, language barriers, and lack of explicit GC objectives moderated the realisation of these competencies. The study highlights a critical tension: literature’s inherent potential to foster global citizenship exists, yet without deliberate scaffolding, this potential remains fragile and contingent. Implications point to the necessity of embedding explicit GC objectives, diversifying literary canons to include global and local perspectives, and implementing pedagogy and assessment that valorises ethical and empathetic engagement alongside literary analysis. By illuminating these implicit dynamics, the study contributes novel insights into post-reform Algerian higher education and offers guidance for aligning literature instruction with global citizenship goals.

Mots clés

Global citizenship; literature; global competences; perceptions; standardised curriculum