Global Citizenship Education

Abstract

This series will engage with the theoretical and practical debates regarding citizenship, human rights education, social inclusion, and individual and group identities as they relate to the role of higher and adult education on an international scale. Books in the series will consider hopeful possibilities for the capacity of higher and adult education to enable citizenship, human rights, democracy and the common good, including emerging research and interesting and effective practices. It will also participate in and stimulate deliberation and debate about the constraints, barriers and sources and forms of resistance to realizing the promise of egalitarian Civil Societies. The series will facilitate continued conversation on policy and politics, curriculum and pedagogy, review and reform, and provide a comparative overview of the different conceptions and approaches to citizenship education and democracy around the world. More information about this series at

The West and the Rest? Zur postkolonialen Kritik an Global Citizenship Education

“…Die Konzeption von GCE, die im Folgenden diskutiert und verteidigt werden soll, basiert auf der bildungstheoretischen Idee einer Verknüpfung des Lokalen und des Alltäglichen mit dem Globalen und dem Universalen (Gaudelli, 2016). Typische Themen von GCE können z.…”

Modalities of cosmopolitanism and mobility: parental education strategies of global, immigrant and local middle-class Israelis

“…However, it is a contested notion within scholarly writing (see Schiller & Irving, 2014 for a review). It is sometimes presented as a central facet of modernity (Beck, 2012), and often imbued with the possibility of fostering relations of respect and understanding between groups (Gaudelli, 2016).…”

Students’ perceptions of global citizenship at a local and an international school in Israel

“…As Reilly and Niens note (2014:55), "[f]or teachers in post-conflict societies, additional difficulties [in incorporating global citizenship] arise, whether they focus on the local level, where divergent identities need to be negotiated, or on the global level, where divergent North/South agendas and Western values need to be analyzed." Nevertheless, GCE has been acknowledged for its potential role in reconciliation and peace education, based on common values such as universal human rights, empathy and intercultural sensitivity (Gaudelli, 2016;Monaghan & Spreen, 2016).…”