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Cover -- Half Title -- Series -- Title -- Copyright -- Contents -- List of Tables -- List of Contributors -- Foreword by Carlos Alberto Torres, Series Editor -- Acknowledgments -- Introduction: Critical Global Citizenship Education as a Form of Global Learning -- 1 Cosmo-uBuntu Theorizing About the Global Citizen in Modernity's Frontiers: Lived Experience in Mozambique, United States, and South Africa -- 2 Dealing With Incompleteness: Cognitive Justice as a Lodestar for Teaching Global Citizenship in Higher Education in Austria -- 3 From Deliberative to Contestatory Dialogue: Reconstructing Paulo Freire's Approach to Critical Citizenship Literacy -- 4 Identity, Learning, and Community After Displacement: Reimagining Belonging at the US-Mexico Border -- 5 Advancements and Limitations in Brazil's Democratic Management of Education Framework -- 6 Three Intersectional Biographical Portraits of Principal Investigators From the United Kingdom in the Context of Higher Education in Pakistan -- 7 Expectations to Teachers' Role in Advancing Society and Equity in Finland, Japan, and the United States: Findings From TALIS 2018 -- 8 Civic Religious Literacy as a Form of Global Citizenship Education: Three Examples From Practitioner Training in Canada -- 9 Imagining GCE in China's Tianxia Cultural System: Cosmopolitanism, Common Good, and the Public Sphere -- 10 Global Citizenship Education in Japanese Higher Education: From French Political Training to a Plurilingual and Multicultural Approach to Social Justice in a CLIL Setting -- 11 Global Citizenship Education in the UCLA Digital Humanities Classroom: In the Light of Early German Romantic Philosophy -- Index.