Cultivating global citizenship education in context

Cultivating global citizenship education in context

As educators grapple with the notion of global interconnectivity in classrooms, there is increasing pressure to determine a contextual response to global citizenship education (GCE). While nominal overtones addressing GCE have been documented by an increasing array of scholars, extensive evidence-based activations of GCE have yet to be made available to the latent practitioner. This paper explores the deepening GCE conceptual terrain through three proposed activations of GCE in schools; namely, authenticating, substantiating and co-creating. These suggested applications are aligned with a theoretical framework presented by Andreotti, Biesta, and Ahenakew outlining GCE dispositions. The juxtaposition of these concepts, the author argues, provides practical buoyancy to the notion of GCE learning. This article aims to support educators seeking practical means of articulating GCE and navigating sustainable GCE implementation. Further, the development of GCE praxis creates an opportunity to address interdependency as an integral element of curriculum and how individuals, communities, and schools might benefit from a refined exploration of the global self.

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