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• Cover
• Half Title
• Series Information
• Title Page
• Contents
• Tables
• About the Authors
• Acknowledgements
• Introduction
• The purpose of the book
• Definitions or characterizations of key terms
• The structure of the book
• Using this book
• PART ONE Key Questions, Concepts and Dimensions
• 1 Why Global Citizenship?
• Neoliberal ideas of global citizenship
• Humanist responses to global issues
• An anticolonial response to globalization and global citizenship
• Annotated bibliography
• Activity
• 2 Why Global Citizenship Education?
• Global citizenship and the purposes of education
• Global citizenship education as qualification
• Global citizenship education as socialization
• Global citizenship education as subjectification
• Conclusions
• Annotated bibliography
• Activities
• 3 Global Rights and Duties
• Annotated bibliography
• Activities
• 4 Imagining Global Communities through a Decolonial Ethic of Global Citizenship
• Ubuntu: a southern African world view
• Ethical space of encounter
• Annotated bibliography
• Activity
• 5 Global Identities
• Citizenship, identity and education
• (Global) identity: the (global) self and the (global) social
• Conclusions
• Annotated bibliography
• Activity
• 6 Local and Global Citizenship
• The local and the other ‘locals’
• The local and the global, interpretations and analysis
• Interpretations: does the ‘global’ exist?
• Analysis: are all the ‘locals’ integrating into a single ‘global’?
• Global citizenship: the local and the global
• Annotated bibliography
• Activities
• 7 National and Global Citizenship
• Annotated bibliography
• Activities
• 8 Planetary and Global Citizenship
• Global citizenship in the anthropocene/capitalocene/chthulucene
• Annotated bibliography
• Activities
• PART TWO Key Educational Frameworks
• 9 Citizenship Education
• Annotated bibliography
• Activities
• 10 Social Justice
• Can we (and shall we) define social justice?
• Dimensions on social justice and their links with global citizenship education
• Distributive justice
• Recognition justice
• Participatory justice
• Conclusions: what would a social-justice orientated global citizenship education look?
• Annotated bibliography
• Activities
• 11 Development Education
• Terminology
• Typology of theoretical approaches to international development
• 1. Liberal capitalist paradigm
• Background
• Main concepts
• Critiques
• 2. Marxist paradigm
• Background
• Main concepts
• Critiques and context
• 3. Postcolonialism
• Background
• Main concepts
• Critiques and Responses
• 4. Liberal egalitarianism
• Background
• Key concepts
• Critiques
• 5. Radical humanism in education
• Background
• Key example
• Key concepts
• Critiques and elaborations
• Education for development
• Development education
• Annotated bibliography
• Activities
• 12 Character Education
• Annotated bibliography
• Activities
• 13 Global Education
• Global discourses on education
• Global influences in education
• Conclusions
• Annotated bibliography
• Activity
• 14 Peace Education
• Critiques of peace education
• Annotated bibliography
• Activities
• 15 Diversity Education
• Diversity and forms of diversity
• Diversity and citizenship
• Conclusions: a diverse global community
• Annotated bibliography
• Activity
• 16 Education for Sustainable Development
• Sustainability and education for sustainable development: history and debates
• ESD and environmental education
• ESD and indigenous perspectives
• ESD and citizenship education: linking to GCE
• Annotated bibliography
• Activities
• PART THREE Key Issues in Research and Practice in Teaching and Learning about and for Global Citizenship
• 17 Research
• Research on policy, curriculum and other forms of written documentation
• Research on primary and secondary education
• Research on higher education
• Conclusions: possible gaps in the research field of global citizenship education
• Annotated bibliography
• Activity
• 18 Curriculum
• Controversies
• How can global citizenship be expressed in a curriculum?
• Does a national curriculum support global citizenship?
• Who are the key stakeholders?
• Assessment
• Annotated bibliography
• Activities
• 19 Community Action
• Citizenship and participation
• Service-learning: community action and education
• Conclusions
• Annotated bibliography
• Activities
• 20 Teaching and Learning Methods in Global Citizenship Education
• Global citizenship education as a cross-curricular theme
• Global citizenship education integrated into other subjects
• Social sciences
• Languages education
• Science, technology, engineering and mathematics (STEM) subjects
• Global citizenship education as a subject
• Conclusions: different approaches, different strengths and weakness in the education of the global citizenry
• Annotated bibliography
• Activity
• 21 Evaluation
• Annotated bibliography
• Activities
• Bibliography
• Index
• Copyright Page