Decolonizing Global Citizenship

Educating citizens of ‘the global’: Mapping textual constructs of UNESCO’s global citizenship education 2012–2015

“…Having discussed, albeit briefly, some notions of 'citizenship' and 'the global' relevant to this analysis, I now turn to the question of 'education'. While a continuum of understandings exists even among critical scholars about global citizenship education and its operational implications, Abdi et al (2015) argue that there is an urgent imperative to transform present conceptions of citizenship for social justice:…”

“…Having discussed, albeit briefly, some notions of ‘citizenship’ and ‘the global’ relevant to this analysis, I now turn to the question of ‘education’. While a continuum of understandings exists even among critical scholars about global citizenship education and its operational implications, Abdi et al (2015) argue that there is an urgent imperative to transform present conceptions of citizenship for social justice:With the histories and legacies of colonialism, patriarchy, and imperialism intertwining to create international and global relations that are continuously the antithesis and counterpractices of global justice and rights, multidirectionally constructed global citizenship education has an important transformative contribution to affect crucial and timely changes in the lives of the world’s still and citizenship-wise, marginalized billions. (p. 3)…”

How children living in poor informal settlements in the Greater Accra Region, Ghana, perceive global citizenship

“…The students and teachers refer to Africa's brain drain. The school in this study offers courses in several European languages and classes are taught in English, reinforcing the message of being 'depersonalized and detached' from their country (Howard et al, 2018: 508) and supporting arguments around postcolonial understandings of global citizenship education (Abdi et al, 2015;Torres, 2017;Arnot et al, 2018).…”

Book Review: NERIKO MUSHA DOERR. Transforming Study Abroad: A Handbook. (2019).

“…The book is situated in an intellectual trend that challenges the dominant study abroad discourse. It carries forward the effort made by previous scholars to question the value of popular notions such as "global citizenship" (Abdi, 2015) and "self-transformation" through experiences abroad (Tarc, 2013). Largely built on previously published critical literature, Doerr's work makes a unique contribution to the international education scholarship by grouping together the key terms supporting the dominant discourse and putting them under the spotlight for a closer examination.…”