In the past two decades global citizenship education (GCE) has become established in national and international education policy. This article focuses on the emergence of GCE in the educational discourse of the Province of Trento in northern Italy and outlines how policymakers and teachers construct GCE as a pedagogical framework for schooling in the 21st century. Combining the perspectives that emerge from the scholarly literature with the findings of a qualitative study based on Constructivist and Informed Grounded Theory, the article proposes a typology of GCE ideal-types. The typology illustrates two ‘mainstream ideal-types’ of GCE (neo-liberal human capitalism and cosmopolitan humanism) and two ‘critical ideal-types’ (social-justice activism and critical counter practice). In the province studied, the dominant perspective is cosmopolitan humanism. GCE is essentially conceptualised as a ‘new moral pedagogy’ that reflects adherence and commitment to a universal moral structure based on humanistic cosmopolitan values. The author believes that critical GCE perspectives in line with social-justice activism and critical counter practice should find expression in both policies, curricula and practices. However, this is recognised as a challenge which could be partially addressed through teacher education and an alliance between academia and practice.

中文翻译：

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全球公民教育：21世纪的新“道德教育学”？

在过去的二十年中，全球公民教育（GCE）已在国家和国际教育政策中确立。本文着眼于GCE在意大利北部特伦托省教育中的兴起，并概述了政策制定者和教师如何将GCE建构为21世纪学校教育的教学框架。结合从学术文献中得出的观点和基于建构主义和知情基础理论的定性研究的发现，本文提出了GCE理想类型的类型学。该类型学说明了GCE的两种“主流理想类型”（新自由主义人类资本主义和世界性人类主义）和两种“批判性理想类型”（社会正义行动主义和批判性反实践）。在全省学习 占主导地位的观点是大都会人文主义。GCE本质上被概念化为一种“新道德教学法”，反映了对基于人文世界主义价值观的普遍道德结构的坚持和承诺。作者认为，与社会正义行动主义和批判性反实践相一致的批判性GCE观点应在政策，课程和实践中都得到体现。但是，这被认为是一项挑战，可以通过教师教育以及学术界与实践界的联盟来部分解决。作者认为，与社会正义行动主义和批判性反实践相一致的批判性GCE观点应在政策，课程和实践中都得到体现。但是，这被认为是一项挑战，可以通过教师教育以及学术界与实践界的联盟来部分解决。作者认为，与社会正义行动主义和批判性反实践相一致的批判性GCE观点应在政策，课程和实践中都得到体现。但是，这被认为是一项挑战，可以通过教师教育以及学术界与实践界的联盟来部分解决。