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US president Donald J. Trump has referred to the coronavirus disease (COVID-19) as the “Chinese” virus. Trump's choice of terms (i.e. naming) provides an illustrative entry point concerning the politics of naming and how analysis of language used within historical and political contexts can be used to engage students with global education principles.

This work aims to extend Hanvey's (1976) notion of perspective consciousness to include critical elements (e.g. Andreotti, 2014) that aim to uncover power structures that ultimately shape worldviews and manifest in communicative signs/signals (e.g. language). Utilizing Dewey's invocation of language as the “tool of tools,” the authors provide a series of three classroom-ready inquiries that serve to foster critical global citizenship education.

Three classroom-ready inquiries informed by the inquiry design model are presented along with resources needed to teach them.

Research has suggested the concept “global” is understood by much of the world as an instrument of US hegemony that commonly normalizes Western supremacy myths (see Andreotti, 2014; Myers, 2006). Running parallel with these concerns are research findings that suggest practitioner avoidance of global citizenship education (see Cogan and Grossman, 2009; Merryfield and Kasai, 2010; Zong, 2009). With these concerns in mind, this work provides teachers with accessible tools that promote critical notions of global citizenship education in the classroom.

This case study illustrates how one social studies teacher used the International Baccalaureate (IB) Middle Years Programme (MYP)' s framework and philosophy to teach for global citizenship. The research question that framed this study was: How is an IB MYP Individuals and Societies (I&S) teacher enacting their perceptions and understanding of global citizenship education? Findings illustrate that this teacher enacted a proactive pedagogy, using her own personal perceptions and what IB MYP offered her through their affective and cognitive frameworks to apply her conceptions of global citizenship education.

The data for this single case study came from teacher semi-structured interviews (Rubin and Rubin, 2012), observations, field notes (Merriam and Tisdell, 2016) and teacher created documents. The goal for the teacher created documents was to provide detail, depth and evidence to support or contrast with what was found in the interviews and observations. Simultaneous, in vivo, and values coding were used to analyze the data and to get an overall picture of what the participant said, believed and practiced. Theories surrounding global citizenship education provided the lens for the study.

The findings are organized according to (1) the way this teacher's developed constructions of global citizenship and global citizenship education and IB led her to use the IB philosophy and framework to shape her beliefs and practices and (2) the way she embraced the tensions and possibilities inherent in her teaching for global citizenship in an IB MYP classroom to teach a proactive form of global citizenship education.

This research provides insight into the curriculum framework of IB MYP and the curriculum and instruction decisions of an I&S teacher. For the global citizenship education field, this study provides an example of how global citizenship can be incorporated into a social studies classroom.

For social studies education, this study uncovered the possibilities present in the curriculum when a teacher is given the space to make their own instructional decisions. This study also gives guidance on how international curriculum frameworks can be utilized for global citizenship education. Finally, this study illustrates teachers must fully subscribe to IB and the MYP as a means of teaching for global citizenship for it to be beneficial.

This study has value because it highlights how a social studies teacher successfully uses an international curriculum framework to teach for global citizenship. Few studies have shown examples of teachers, especially IB MYP teachers, who are committed to teaching for global citizenship and use the tools they are given to center student choice and connect the content to their students' lives. Teachers and researchers will be able to view the pedagogical possibilities inherent in this teacher's global citizenship methods.

US universities are increasingly addressing issues of equity and social justice through global learning programs with international partners. Growing numbers of universities now prioritize the development and implementation of international programs such as study abroad, and service learning to fulfill components of missions and visions focused on educating global citizens. This chapter discusses how global citizenship goals intersect with social justice education through global learning programs such as study abroad and global service learning. It also describes the conceptual frameworks that inform teaching and learning in this domain and highlights current examples of partnerships and overseas institutions that focus on goals of social justice and developing the global citizen. Finally, this chapter will discuss future challenges for US universities in further developing international partnerships for social justice.

The purpose of this paper is to analyse the major development of global citizenship education (GCE) as part of Hong Kong’s secondary school curriculum guidelines, which reveals how it has developed from, first, asking students to understand their responsibilities as citizens to now challenging injustice and inequality in the world. Hong Kong’s curriculum guidelines started to teach GCE as a result of the last civic education guideline issued just before the return of sovereignty to China in 1997. Through documentary analysis, this paper examines how GCE has developed against the backdrop of globalization in Hong Kong’s various secondary school curriculum guidelines.

This study used documentary analysis to examine the developments in the teaching of GCE via Hong Kong’s official secondary school curriculum guidelines. It has studied the aims, knowledge and concepts that are related to GCE by coding the GCE literature and categorizing the findings from the curriculum guidelines.

From the coding and categorizing processes employed, it has been found that GCE in Hong Kong’s official curriculum guidelines has evolved from learning about rights and responsibilities in the 1990s to challenging injustice, discrimination, exclusion and inequality since the late 1990s. Indeed, understanding the world and especially globalization, in terms of comprehending the processes and phenomena through which people around the globe become more connected, has presented challenges for the teaching of civic education. For example, categories of GCE have developed from the simpler expression of concerns about the world to encompass moral obligations and taking action. Similarly, the concerns for the maintenance of peace that were studied initially have since grown and now include work about challenging inequalities and taking action on human rights violations.

This study would have implications for the understanding of GCE in Hong Kong as well as other fast-changing societies in this age of globalization, as civic education curricula need to respond to the impacts of globalization. GCE is an under-researched area, but topics concerning world/international/global affairs have been covered in Hong Kong secondary school curriculum guidelines for several decades.

The purpose of this study is to examine the significance of incorporating diverse lived experiences and identities through culturally relevant pedagogy (CRP) in promoting sustainability, cultural diversity and the integration of various perspectives and worldviews rooted in identity and lived experience in sustainability education at Community College of Allegheny County (CCAC).

A case study approach using Geneva Gay’s (2002) CRP framework was used to investigate the role of CRP in sustainability education at CCAC. Thematic analysis was used to analyze the data collected from eight interviews and 67 survey respondents, who participated in a larger exploratory study focusing on education-related sustainable development goals objectives in technical and vocational education and trainings.

The findings indicate that implementing CRP in sustainability education fosters a culturally diverse learning environment, leading to enhanced cultural competence, critical thinking, global citizenship and academic achievement. Best practices and potential benefits of integrating diverse lived experiences and identities using CRP are also identified.

The small sample size may limit the generalizability of the findings. To address this limitation, future studies could use larger and more diverse samples to confirm the findings of this study. Additionally, the study was conducted at a single institution, which may limit the transferability of the findings to other institutions. Future studies could replicate this study at different institutions to determine the generalizability of the findings. Another limitation is the reliance on self-reported data, which may be subject to social desirability bias. To address this limitation, future studies could use a mixed-methods approach that includes both qualitative and quantitative data sources.

This study highlights the need for community colleges to prioritize diverse faculty and staff recruitment, provide CRP and diversity training and establish partnerships with community organizations. By implementing these recommendations, institutions can enhance sustainability education, promote cultural competence and foster critical thinking among students, ultimately contributing to a more inclusive and equitable learning environment.

The integration of diverse lived experiences and identities using CRP in sustainability education can lead to a more culturally diverse and socially inclusive society. By fostering cultural competence, global citizenship and critical thinking in students, community colleges can empower them to address global challenges and contribute to achieving a sustainable and equitable future for all.

This paper contributes to the understanding of the role of CRP in promoting sustainability and cultural diversity in CCAC and education. It highlights the significance of including diverse perspectives and worldviews rooted in identity and lived experience in sustainability education, offering practical recommendations for integrating CRP in educational institutions.

Higher education (HE) institutions continue to diversify learning spaces due to rapidly shifting student demographics and increased efforts to internationalise curriculum to ready graduates for increasingly diverse work environments and the evolving global economy. This chapter presents a strategy on internationalising college curriculum via the Global Citizenship and Equity (GCE) Education model, which has been integrated in 92% of Centennial College’s programmes across six distinct disciplines; also known as GCE integration. In 2015, the College initiated mixed-methods research to examine the impact of GCE integration. Employing a theoretical framework of transformative learning, the study invited participation from students in surveys and focus groups to elicit their perceptions of GCE integration in respect to their personal, social and professional development. Overall, the research indicates positive outcomes for students engaging with GCE integration with the majority of students reporting increased knowledge and capacity to address issues related to GCE education. Centennial College’s GCE integration model, presented in this chapter, provides an effective strategy for HE faculty to engage students with GCE through teaching innovation, reflective practice and curricular modification in the classroom.

Scholarly literature on the Internationalization of Education has generated important theories, debates, and insights supporting in-depth understandings of the field, yet we lack comprehensive reviews exploring the design, implementation, and impact of practical approaches. The present review addresses this gap, mapping the literature on international curriculum design, identifying trends and themes across approaches and pedagogies while revealing limitations and lack of attention to issues that inhibit practice in the field. It highlights the privileging of “instrumental,” or quantifiable skills-based curricula, over “transformative” internationalization dedicated to social justice and equity, and observes important disconnects between theory and practice: publications in the field offer critical conceptualizations of what internationalized curricula should achieve and why but with little attention to specific content and teaching practice that would lead to achieving these objectives. The review further analyzes such disconnect in the literature dedicated to decolonial internationalizing pedagogies, while simultaneously illuminating how prevailing decolonial theories of international education erase and ignore parts of the world. It concludes by contending that approaches to the internationalization of curriculum would benefit from increased practical frameworks that could guide educators, practitioners, and students in crucial conversations at the intersections of social justice and International Education.

The purpose of this paper is to understand, more deeply, what the field of citizenship education stands for, in both theory and practice, historically and currently, and especially, in relation to the new Australian Curriculum: Civics and Citizenship. The authors have drawn on the backgrounds in social studies/social education, multicultural education, democracy education and Indigenous studies, in order to more deeply and profoundly understand “civics and citizenship education” and what it represents today in Australia.

Methodologically, the authors see epistemological spaces as discursive productions from post-structural/post-modern and critical perspectives. These positions draw upon the notion of discourse as an absent power that can validate/legitimize vs negate/de-legitimize. The authors employ a meta-level analysis that historicizes the spaces made possible/impossible for those in deviant subject positions through a critique of the current literature juxtaposed with a presentation and analysis of “citizenship snapshots” of the authors. In this way, the authors attempt to move beyond conceptions of deviant citizenship based on curricular content and instructional method, and explore the realms of epistemology through the study of exclusion/inclusion.

Reflecting the highly personal and individualized nature of the type of research required to be conducted in this aspect of national and personal identity, each of the authors draws here on personal experiences with aspects of citizenship that are not noticeably present in the current national curriculum. Specifically, the three “citizenship snapshots” at the heart of this paper’s discussion and analysis – snapshots constructed by academics who both understand and resist the racialised/classed privilege bestowed upon them by nation states – are: “The boomerang citizen”, “privileged and non-privileged citizen immigrants”, and “Indigenous citizenship, sovereignty & colonialism”.

Drawing both on the current international scholarship on citizenship, power and social changes and the critical/post-structuralist qualitative methodology set forth by the authors, this work describes and problematizes the evolving “citizenship identities” in an attempt to critically assess the new civics and citizenship component of the Australian curriculum; understand the ongoing development of national, regional and global “trans/international” citizenship youth identities; and make connections between citizenship education, identity development and the global youth “occupy”/liberation movements.

This study aims to interrogate and expand on the flexible citizenship framework by illuminating students' emergent identities and imagined future mobilities in China's expanding international school sector.

In-depth semistructured interviews were conducted with international school students and their parents in Shenzhen, covering their motivations for overseas higher education, experience with international schooling, self-perceived identities and imagined futures.

The participants aspired to overseas higher education for both symbolic capital attainment and embodied cultural cultivation to thrive in a globalised world. They expressed confidence that international schooling experiences prepared students for mobility to Western higher education and cultivated globally-oriented identities while not undermining their Chinese roots. They imagined their futures in terms of considerable flexibility, with a rising China viewed as an attractive and feasible option for career development.

This research provides an enriched understanding of a new generation of globally mobile Chinese students. The participants held distinctively different outlooks, aspirations and attitudes than depicted in the flexible citizenship framework, which emphasised a one-dimensional and instrumentalist portrayal of Chinese international students. This study discusses cross-generational changes in the desire for overseas education and a global-national outlook among young people in the context of significant social transformations in urban China.

The originality of this study is in expanding the flexible citizenship framework with reference to the emergent identities and pathways of students in the international schooling sector in China.

This paper aims to explore student learning within a local service‐learning initiative that forms part of an Education Studies undergraduate programme at an HEI in the UK with a history of international service‐learning programmes.

This paper outlines the context for this form of community engagement in the UK and reflects on the experiences of student participants and the nature of their learning. Ethnographic research into the student experience of international service‐learning (ISL) provides a useful framework for this study.

This research draws on transformational learning theory to describe how students experience a shifting of their world‐view through service‐learning locally. It reveals that challenges to stereotypes and personal values, as well as other previously accepted presuppositions, in a domestic context, are not dissimilar from those experienced by students involved in international service‐learning initiatives.

The framework presented here is used to explore the dynamic relationship between local and international volunteering and student learning. This particular case study has the potential to add to our understanding of critical pedagogy theory in practice.

This article presents evidence of the complexity of identifying transformative learning. In order to elevate the outcomes of service‐learning towards their transformative potential, the opportunities for learning that are afforded by such ventures must be pursued with vigour. The authors advocate a model of community engagement that embeds local service‐learning within the curriculum.