Abstract Despite increasing concerns about the politics of curriculum for certain ideologies of global citizenship, there is scant literature focusing on critical understandings of school geography in relation to global citizenship (GC). This article examines the complicit relationship between dominant discourses of GC and South Korean curriculum policy and world geography textbooks. The language of global others is analyzed via postcolonial and post-structural thinking. Four themes of modernity, dichotomization, discrimination, and objectification emerge. This article articulates the ways in which these link closely to Western discourses of GC by legitimating certain types of geographical thinking while obscuring others.

中文翻译：

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学校地理中全球公民教育的（不可能）

摘要 尽管对某些全球公民意识形态的课程政治越来越关注，但很少有文献关注与全球公民 (GC) 相关的学校地理的批判性理解。本文考察了 GC 的主导话语与韩国课程政策和世界地理教科书之间的共谋关系。全球他人的语言是通过后殖民和后结构思维来分析的。出现了现代性、二分化、歧视和客观化四个主题。本文通过使某些类型的地理思维合法化同时模糊其他类型的方式，阐明了这些方式与西方关于 GC 的论述密切相关的方式。