在地即全球：全球公民素養與系統領導的理論對話與案例探究

Local as Global: Theoretical Dialogue and Case Inquiry of Global Citizenship Competencies and System Leadership

全球公民教育（Global Citizenship Education, GCE）雖已躍升為國際核心議程，惟既有文獻鮮少觸及地方領導者的實踐圖像。本文旨在回應此缺口，嘗試建構「UNESCO全球公民素養」與「系統領導」的理論對話框架，論證兩者在內在心智與外顯行動上的高度相容性。藉由一位臺灣幼教聘任督學的在地實踐映照，本研究發現，GCE強調的批判性探究、關懷倫理與社會正義行動，正是驅動系統領導者於在地場域中修復斷裂、促進共好的核心素養。本文證成，「在地即全球」不僅是口號，更是具體的領導踐行；真正的全球公民領導力，關鍵不在地理尺度，而在於其倫理實踐的性質。本研究期能以臺灣教育治理經驗，為國際GCE理論挹注在地實踐智慧。

Although Global Citizenship Education (GCE) has risen to become a core international agenda, existing literature rarely addresses the practical image of local leaders. This study aims to address this gap by constructing a theoretical dialogue framework between “UNESCO Global Citizenship Competencies” and “System Leadership,” arguing for a high degree of isomorphism between the two in terms of inner mindsets and outward actions. Through the practical mirroring of a Taiwanese Appointed Supervisor in early childhood education, this study finds that the critical inquiry, ethics of care, and social justice actions emphasized by GCE are precisely the core competencies driving systems leaders to repair fractures and foster the common good in local fields. This article demonstrates that “Local is Global” is not merely a slogan but a concrete leadership practice; the key to true global citizenship leadership lies not in geographical scale, but in the nature of its ethical practice. This study aims to enrich international GCE theory with insights from local practice based on Taiwan’s educational governance experience.