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    Interfaces of critical global citizenship education in research about secondary schools in ‘global North’ contexts

    Pashby, K ORCID logoORCID: https://orcid.org/0000-0002-9967-8262 and Costa, MD (2021) Interfaces of critical global citizenship education in research about secondary schools in ‘global North’ contexts. Globalisation, Societies and Education, 19 (4). pp. 379-392. ISSN 1476-7724

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    Abstract

    This article extends and expands a nuanced unpacking of conceptualisations of critical global citizenship education (GCE) in typologies of GCE (Pashby, K., M. da Costa, S. Stein, and V. Andreotti. [2020]. “A meta-review of typologies of global citizenship education.” Comparative Education 56 (2): 144–164.). It finds approaches to critical GCE can be described in broad terms that conflate quite distinct agendas; critiqued as unpragmatic, idealistic, and morally-relativistic; and fail to engage substantively with their complicity within the systems they seek to transform. It then explores what a selection of empirical research on secondary schools in ‘global North’ contexts that draws on critical GCE analyses contributes to illustrating the possibilities and tensions of critical GCE in practice.

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