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Introduction : conversations with educators on global citizenship education : in the pursuit of social justice / Emiliano Bosio -- Critical pedagogy and global citizenship education / Henry A. Giroux, Emiliano Bosio -- Global citizenship otherwise / Sharon Stein, Vanessa Andreotti -- Global citizenship education as a counter-colonial project : engaging multiple knowledge systems for transformational change / Lynette Shultz -- From global to planetary citizenship : a proposal for evolving Brazil university curriculum / Silvia Elisabeth Moraes, Eduardo Moraes Arraut and Josefina Moraes Arraut -- Cultivating global citizenship education and its implications for education in South Africa / Yusef Waghid -- Global skills and global citizenship education / Douglas Bourn -- Educating for global citizenship in diverse and unequal societies / Massimiliano Tarozzi -- Global citizenship education as critical global semiotics / Maureen Ellis -- Intersections of neoliberalism, internationalization and global citizenship education / Miri Yemini -- Flourishing and global citizenship education / William Gaudelli -- Global citizenship education as awareness, responsibility and participation / Hans Schattle -- Global citizenship education and humanism : a process of becoming and knowing / Maria Guajardo -- Global citizenship education as a meta/critical pedagogy : concluding reflections / Emiliano Bosio.

This study investigates how eight higher education (HE) faculties located in Japan perceive and implement Global Citizenship Education (GCE) as a critically oriented pedagogy in the online course 'Perspectives on Global Citizenship Education'. The main instruments of the study were questionnaires and interviews. The data collected were scrutinised with the use of the grounded theory and constant comparative method. Four notions of GCE surfaced from the data. According to the HE faculty, a critically oriented GCE should: (a) develop students' empathetic identification, (b) cultivate students' critical agency, (c) foster students' self-confidence and inclusive mindset and (d) encourage students' community participation. Building on the findings, this article concludes by advancing a proposal for a critical pedagogical framework for GCE online teaching and learning in Japanese HE.

This volume presents a critical discussion that brings contemporary academic debate about 'southern theory' to Global Citizenship Education (GCE). It situates the discussion around GCE in the Global South within a critical and post-colonial paradigm informed by the values and knowledge of critical pedagogy ingrained in social justice. Global Citizenship Education in the Global South invites the reader into chapters written by educators exploring, analysing, and celebrating ideas and concepts on GCE in the Global South. The book is presented as a pedagogical tool for discussion that invites educators to reflect critically on the possible origins and implications of GCE discourses they are exposed to. The book is designed with the intent to contribute towards the possibility of imagining a 'yet-to-come' critical-transformative and post-colonial and value-creating GCE curriculum beyond a westernised, market-oriented and apolitical practices towards a more sustainable paradigm based on principles of mutuality and reciprocity

Envisioning a global citizenship education (GCE) that critically engages with neo-liberalism could be considered as being 'feasibly utopian'. Yet, one of the core challenges facing GCE is that the market has been given too dominant position by the hegemony of neo-liberal doctrines, which has caused a growing number of schools and universities to approach curricular matters guided by concepts of international leadership, focusing on introducing innovation to curricula to satisfy international standards, participate in the global market and enter partnerships with industry and commerce. Given the 'dominance' of neo-liberal doctrines, it can be complex to pose alternative positions of GCE that are more oriented towards critical pedagogy. The articles in this issue explore philosophical, ethical and pedagogical visions of GCE focused on the relationship between world politics and social justice, women's leadership and power, reflexive dialogic praxis and critical consciousness, de-colonialism and social responsibility. In different ways, each of the articles contributes to a re-imagined vision for GCE, through the important process of rethinking GCE for the common good.

This article presents a remarkable conversation on critical global citizenship education (GCE) between Mark Olssen, emeritus professor of political theory and higher education policy in the Department of Politics at the University of Surrey, and Emiliano Bosio, guest-editor of Citizenship Teaching & Learning. In developing the concept for this dialogue, we thought it necessary to frame GCE within a critical perspective that examines the political, economic, ideological and cultural conditions of super-complex societies, particularly in relation to notions of neo-liberal globalization and global justice. Olssen's copious work has complemented postmodern philosophy by drawing on the work of Nietzsche, Foucault, Deleuze, and it has brought him high regard in Europe, the United Kingdom and worldwide; his insights, perspectives, concerns and outlooks bring to the centre of international educational debates on critical GCE relevant thoughts through which we can better understand the complex roots and history of global citizenship and cosmopolitanism particularly in relation to notions of democracy, equity, ethics and social responsibility.

This article presents a remarkable conversation on revolutionary critical pedagogy and critical global citizenship education between Peter McLaren, one of the leading scholars of contemporary critical pedagogy, and Emiliano Bosio, guest editor of Citizenship Teaching & Learning. McLaren's copious work as a distinguished professor in critical studies at the Donna Ford Attallah College of Educational Studies (Chapman University), as co-director and international ambassador for Global Ethics and Social Justice (Paulo Freire Democratic Project), as co-founder of the Instituto McLaren de Pedagogía Crítica, Ensenada, and as Professor Emeritus at the University of California, Los Angeles (UCLA) offers insights, perspectives, concerns and outlooks that bring to the centre of international educational debates relevant thoughts through which we can better understand the complex roots and history of global and local citizenship particularly in relation to notions of critical theory, critical pedagogy, Paulo Freire's pedagogy, Marxist humanist philosophy, ethics of solidarity, social justice and liberation theology.

Este artigo propõe uma estrutura de educação para a cidadania global (ECG) ética, apresentando as cinco dimensões seguintes: criação de valores, progressão da identidade, envolvimento coletivo, disposição glocal e mentalidade intergeracional. A ECG ética fundamenta-se em uma multiplicidade de obras críticas para identificar características de cada uma dessas dimensões. Vai além dos princípios neoliberais/orientados ao mercado, em direção a perspectivas éticas que promovem a responsabilidade social, a justiça, os direitos humanos e a sustentabilidade glocal. Com maior desenvolvimento teórico e estratégias para implementação, a estrutura tem o potencial de ser estendida em futuras pesquisas e na avaliação dos complexos processos de ensino e aprendizagem envolvidos na ECG, especialmente sob uma perspectiva baseada em valores.

Much has been written about the affordances and limitations of new and globalised learning technologies for educating democratic communities. However, the connection between global citizenship education (GCE) and information and communication technologies (ICTs) remains relatively underexplored, especially concerning their impact on promoting critical consciousness and social justice. This lack of exploration creates a knowledge gap, as we currently fall short of a comprehensive understanding of how educators worldwide utilise ICTs to foster GCE critically and ethically, and more broadly contribute to the common good—considered a pivotal element of political and social morality. This special issue examines how educators are effectively integrating GCE into their classroom practices in the digital age.