Conflations, possibilities, and foreclosures: Global citizenship education in a multicultural context

Pashby, K (2015) Conflations, possibilities, and foreclosures: Global citizenship education in a multicultural context. Curriculum Inquiry, 45 (4). pp. 345-366. ISSN 0362-6784

Preview

Available under License In Copyright. Download (787kB) | Preview

Abstract

© 2015 the Ontario Institute for Studies in Education. This paper presents a critical framework applied to findings from a critical discourse analysis of curriculum and lesson plans in Alberta to examine the assumption that Canada is an ideal place for global citizenship education. The analysis draws on a framework that presents a critique of modernity to recognize a conflation within calls for new approaches to educating citizens for the twenty-first century. A main finding is that although the Alberta curriculum reflects important potential for promoting a critical approach, a conflation of different versions of liberalism often results in a false sense of multiple perspectives and a foreclosure of potential. The paper argues for a critical approach to global citizenship education that engages with the tensions inherent to issues of diversity rather than stepping over or reducing them to theoretically and conceptually vague ideas of universalism and consensus.