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This article examines intersecting agendas and concerns in global citizenship education (GCE) and education for sustainable development (ESD) in the face of current global crises and pressures. While it cannot be assumed that the two educational projects automatically converge, generative and promising overlaps emerge from the shared interest in the SDG 4.7 education target. The article elaborates on a conversation emerging from the Bridge47 Knowledge Exchange Partnership focused on critical global citizenship education, and discusses the tensions, ambiguities, limitations and implications for critical, transgressive and potentially transformative GCE + ESD. While GCE and ESD can be ambivalent and constrained in formal educational settings, especially in comparison to informal projects where there are direct partnerships with people living on the margins of society, we argue that the potential generativity and transgressive possibilities of engaged and collaborative research have been under-emphasised. Participatory and praxis methodologies where education and research overlap offer significant transgressive and transformative potential. We point to important collaborative potentials in research practice that can help to bridge GCE-ESD gaps, given their substantial theoretical and practical experience in situated contexts, engagement with transgressive politics and creative and inclusive ethics of practice.

ResuméNytilkomne familier bliver mødt med mange krav fra den danske velfærdsstat. Et af kravene er, at de skal sende deres 0-6 årige børn i dagtilbud, så forældrene kan gå på sprogskole eller komme i praktik. Artiklen belyser nogle af de dilemmaer, der opstår i forældresamarbejdet i mødet mellem pædagoger og nytilkomne familier. Disse dilemmaer udspringer af den myndighedsrolle som pædagogerne har, samtidig med at de ofte får en tæt relation til forældrene, og har et oprigtigt ønske om at hjælpe både børn og forældre til at kunne navigere rundt i det danske samfund. Artiklen bygger på etnografisk feltarbejde i fire kommuner, og de valgte eksempler viser, hvordan pædagogerne navigerer mellem omsorg og magtudøvelse, og hvordan magtrelationen mellem forældre og pædagoger kan være uklar for forældrene og i nogle tilfælde også for pædagogerne selv. Artiklen giver ikke svar på dilemmaerne, men peger på behovet for en stadig professionel refleksion over de pædagogiske udfordringer i forældresamarbejdet samt over den politiske kontekst, som forældresamarbejde med nytilkomne familier indgår i. AbstractChildren of the state or children of the family? Care and coercion in the encounter between refugee families and Danish day-care institutions. Newly arrived families in Denmark are faced with multiple requirement by the Danish welfare state and it is mandatory that they send their children to Danish day-care institutions. Based on ethnographic fieldwork carried out in four day-care institutions in Denmark this article sheds light on some of the dilemmas that arise in the encounter between refuge families and Danish pedagogues. More specifically we focus on the notion “forældresamarbejde” – a term which connotes the widespread idea that parents and institutions must communicate in an intimate way and work together to create the best circumstances for the concerted cultivation of children. Through concrete ethnographic cases we discuss how pedagogues attempt to manage the dilemma between caring for children without disempowering their parents and argue that the pedagogical task requires tact and sensitivity faced with dilemmas that admit no easy resolution since they are inherently contradictory.