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This article-dialogue addresses current criticisms of global citizenship and challenges frequent misinterpretations of Global Citizenship Education (GCE), while discussing what it means to educate for critical global citizenry in an increasingly multicultural world. It starts by considering the phenomena of globalization and the UN Global Education First Initiative (GEFI), which aims at furthering global citizenship, to highlight the relationship between GCE, “global-peace”, global commons, and common good. Building on the assumption that GCE should be about learners’ emancipation toward critical consciousness, the dialogue concludes drawing a parallel between the “mission” of GCE in contemporary educational institutions and Paulo Freire’s notion of critical consciousness.

This article proposes an ethical global citizenship education (GCE) framework by offering the following five dimensions: values-creation, identity progression, collective involvement, glocal disposition, and an intergenerational mindset. Ethical GCE draws on a multiplicity of critical literatures to identify characteristics of each of these dimensions. It goes beyond neoliberal/market-driven principles toward ethical perspectives promoting social responsibility, justice, human rights, and glocal sustainability. With further theoretical development and strategies toward implementation, the framework has the potential to be deployed in future research and evaluation of the complex teaching and learning processes involved in GCE, particularly in a values-based perspective.

This volume presents a critical discussion that brings contemporary academic debate about 'southern theory' to Global Citizenship Education (GCE). It situates the discussion on GCE in the Global South within a post-colonial paradigm informed by critical pedagogy ingrained in social justice.

This article examines how Japanese university educators understand the role of Global Citizenship Education (GCE) in higher education. Data were collected by means of questionnaires and responsive interviews with 22 educators, then analyzed with the use of grounded theory and the constant comparative method. Four notions of GCE emerged from the data. The Japanese educators expressed the opinion that GCE must: (1) foster students’ sense of social efficiency and economic growth; (2) enhance their English-language proficiency to prepare them for work in the global market; (3) encourage overseas experiences to support them in acquiring global consciousness; and (4) develop students’ understanding of different countries. Based on the findings, the study suggests that educators’ approaches to GCE in Japan are generally oriented toward neoliberal notions of GCE aimed at fostering global human resources rather than critical global citizens. In contrast, this paper concludes by proposing a critical framework informed by the values of critical pedagogy ingrained in social justice to teach GCE in Japanese universities. This approach to GCE challenges dominant neoliberal notions of the linkages between globalization and education and orients learners toward social justice.

This article-dialogue presents a conversation on the values and knowledge of global citizenship education (GCE) between Professor Wiel Veugelers and Prospects guest editor Emiliano Bosio. GCE is framed within an interdisciplinary and moral-critical perspective that explores and lays bare the sociopolitical, economic, ideological, and cultural conditions of society, particularly in the Netherlands, where Professor Veugelers lives and works. Veugelers’s prolific work accomplishes this in many important respects: his insights, perspectives, and concerns bring important ideas to the centre of educational debates on GCE, through which one can better understand the complex roots and history of global citizenship—particularly in relation to notions of autonomy, social concerns, and empowering humanity.

Cet article conceptualise un cadre théorique pour l'éducation à la citoyenneté mondiale (GCE), la métacritique. La métacritique GCE est conçue dans cette étude comme une pédagogie critique orientée vers la priorité au pluralisme des valeurs. En mettant l'accent sur la pédagogie critique, j'examine la métacritique GCE comme une approche pédagogique qui a la capacité d'aller au-delà du développement du sens fondamental de l'interdépendance des élèves et d'élargir leurs horizons culturels, aussi importants soient-ils, pour situer de manière critique et réflexive le discours dans le contexte de la mondialisation. La notion de pluralisme des valeurs est qu'il existe de multiples formes de connaissances et de valeurs qui sont importantes pour le développement des élèves, mais qui sont en conflit dans leur espace partagé. La forme robuste de pluralisme des valeurs que j'ai mise en avant dans le cadre métacritique GCE que j'ai proposé passe par la compatibilité en tant que possibilité aux différents types de réseaux critiques et aux divers systèmes éthiques de GCE qui sont engagés les uns avec les autres. Dans une méta-critique GCE, les éducateurs peuvent s'engager de manière critique dans les quatre angles de la GCE que j'examine ci-après : néolibéral ; humaniste; transformateur; et critique. Toutes ces théories de GCE sont classées dans l'une des quatre orientations suivantes : économique, individualiste, critique et méta. S'il est développé davantage, le cadre métacritique pourrait éventuellement être appliqué par la recherche pour évaluer les complexités des processus d'enseignement/apprentissage requis par la GCE.