This book analyses dominant discourses of globalisation, and citizenship in schools. Diverse worldviews and ideologies construct different meanings for globalization, citizenship, and education, resulting in conceptual debates, tensions, competing discourses, and practical challenges for scholars and educators, navigating complex and contested terrain. The chapters in this volume advance further the discussions on the phenomenon of globalisation, and how it impacts on the nature of active citizenship education in schools around the world. In order to help students recognize that they are inherently global citizens, capable of understanding that local actions are globally interdependent, and that communities can be seen as temporal social networks within and beyond physical space, and action for global citizenship in school. The book, by building on intercultural dialogue and active citizenship education in schools, will promote critical appraisal of various views of the world, and offers different ways to reconstruct and re-imagine social reality.

This open access book takes a critical and international perspective to the mainstreaming of the Global Citizenship Concept and analyses the key issues regarding global citizenship education across the world. In that respect, it addresses a pressing need to provide further conceptual input and to open global citizenship agendas to diversity and indigeneity. Social and political changes brought by globalisation, migration and technological advances of the 21st century have generated a rise in the popularity of the utopian and philosophical idea of global citizenship. In response to the challenges of today’s globalised and interconnected world, such as inequality, human rights violations and poverty, global citizenship education has been invoked as a means of preparing youth for an inclusive and sustainable world. In recent years, the development of global citizenship education and the building of students’ global citizenship competencies have become a focal point in global agendas for education, international educational assessments and international organisations. However, the concept of global citizenship education still remains highly contested and subject to multiple interpretations, and its operationalisation in national educational policies proves to be challenging. This volume aims to contribute to the debate, question the relevancy of global citizenship education’s policy objectives and to enhance understanding of local perspectives, ideologies, conceptions and issues related to citizenship education on a local, national and global level. To this end, the book provides a comprehensive and geographically based overview of the challenges citizenship education faces in a rapidly changing global world through the lens of diversity and inclusiveness.

The Palgrave Handbook of Citizenship and Education provides an authoritative and comprehensive overview of the current field of citizenship and education. It draws on insights from a range of disciplines to explore historical, philosophical, theological, sociological and psychological ideas on how the two concepts intersect and is international in scope, authorship and readership. Five sections provide a clear outline of: Foundational thinkers on, and the theories of, citizenship and education; Citizenship and education in national and localised contexts; Citizenship and education in transnational contexts; Youth, advocacy, citizenship and education; Contemporary insights on citizenship and education; An essential resource for scholars interested in how theorizations of citizenship, civic identity and participatory democracy are, and could be, operationalized within educational theories, educational debates, educational curricular, and pedagogic practices.

The essays in this edited collection argue that global citizenship education realistically must be set against the imperfections of our contemporary political realities. As a form of education it must actively engage in a critically informed way with a set of complex inherited historical issues that emerge out of a colonial past and the savage globalization which often perpetuates unequal power relations or cause new inequalities.

This set of essays critically analyze global citizenship by bringing together leading ideas about citizenship and the commons in this time that both needs and resists a global perspective on issues and relations. Education plays a significant role in how we come to address these issues and this volume will contribute to ensuring that equity, global citizenship, and the common wealth provide platforms from which we might engage in transformational, collective work. The authors address the global significance of debates and struggles about belonging and abjection, solidarity and rejection, identification and othering, as well as love and hate. Global citizenship, as a concept and a practice, is now being met with a dangerous call for insularism and a protracted ethno-nationalism based on global economic imperialism, movements for white supremacy and miscegenation, various forms of religious extremism, and identity politics, but which antithetically, also comes from the anti-globalization movement focused on building strong, sustainable communities. We see a taming of citizens that contributes to the taming of what we understand as the public sphere and the commons, the places of cultural, natural, and intellectual resources that are shared and not privately owned. The work of global citizenship education is distinguishable from the processes of a deadly globalization or destruction of the world that responds to the interlocking issues that make life on the planet precarious for human and non-humans everywhere (albeit an unequal precarity). This book is an invitation into a conversation that explores and makes visible some of the hidden chasms of oppression and inequity in the world. It is meant to provoke both argument and activism as we work to secure common spaces that are broadly life-sustaining. Contributors are: Ali A. Abdi, Sung Kyung Ahn, Chouaib El Bouhali, Xochilt Hernández, Carrie Karsgaard, Marlene McKay, Michael O’Sullivan, Christina Palech, Karen Pashby, Karen J. Pheasant-Neganigwane, Thashika Pillay, Ashley Rerrie, Grace J. Rwiza, Toni Samek, Lynette Shultz, Harry Smaller, Crain Soudien, Derek Tannis, and Irene Friesen Wolfstone.

This edited collection offers analyses of ‘global citizenship education’ within and across different national contexts. This book illustrates the contingency of definitions, the complexities of juxtaposing demands and priorities in different educational contexts, and the difficulties and tensions of asking a question that is arguably one of the most pressing of our time: how should we live together in interdependent ecologies in a finite planet? In the discipline of education, where market imperatives and the dictatorship of 'effective replicable results' have laid siege to independent debates, this book aims to emphasize the importance of raising our intellectual game as educators to interrupt new and old problematic patterns of engagements, representations, uncomplicated solutions and conceptual straightjackets. Contributors to this volume address the tensions between homogenizing universalisms and parochial specifisms, ethnocentrisms and relativisms, deficit theorizations and romanticizations of difference, fantasies of supremacy and paralyses in guilt, the 'global' and the 'local'. The chapters take different approaches to map the origins, meanings, workings, ethics, politics and implications of initiatives, approaches, and conceptual frameworks related to the ideas of globalization, citizenship and education in different sites of knowledge production. This book was originally published as a special issue of Globalisation, Societies and Education.