This paper combines conceptual and documentary analysis to critique the recent introduction of ACEs (Adverse Childhood Experiences) in Scottish social policy, highlighting the role of the ACE-Aware Nation ‘movement’ and its positioning of the ACEs model through its campaigning activities. Consideration is given to the role of a sophisticated network of policy entrepreneurs and the commercial and political interests at play. Reflection is offered on the critical activist responses to this campaign that seek to highlight the socio-economic and political underpinnings of childhood trauma, which are largely absent in the ACEs model. The argument is that these policy developments amount to a recent turn to the ACEs model as a simplistic solution to complex social problems – a solution that is shown to be ultimately flawed in several respects. This analysis reveals the contradictions, conflicts and confusion that have emerged within the ACEs discourse, caused in the main by heuristic thinking and the conceptual inadequacies, misuses and misunderstandings of the ACEs model. The paper concludes that policy makers and practitioners should exercise caution in their appraisal of the ACEs model and the associated movement in Scotland.

In his book, No More Heroes: Grassroots Challenges to the Savior Mentality, Jordan Flaherty claims the saviour mentality exists when “you want to help others but are not open to guidance from those you want to help”. According to Flaherty, the adoption of this mentality results in charitable activities at individual and community levels without broader systemic change, leaving unjust power relations unaddressed. He argues that this mentality is underpinned by racism, colonialism and capitalism, as well as an unethical and historically problematic understanding of charity. With reference to the ongoing partnership work between Scotland and Malawi, this article summarises a conceptual investigation into the possibility that Global Citizenship Education perpetuates the hero narrative. Historical, political and educational research is connected to Bhabha’s theory of cultural hybridity to conceptualise a theory of Reparational Citizenship Education, in contrast to the “reciprocal” approach favoured by policy makers and charitable organisations in Scotland. It is argued that this conceptual shift involves taking the hero narrative to task and that this approach has theoretical and practical implications for the future of Global Citizenship Education.

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