Global citizenship education (GCE) is an essential element of twenty-first-century teaching and learning. For some, GCE signifies an attitude of cosmopolitan purpose, placing humanity ahead of self. For others, GCE embodies a fractured sense of both learner and educator identity. For a third group, GCE is a critical interrogation of pervasive norms. How schools practise GCE, despite globalised rhetoric, poses challenges for educators and students alike. In this article, research is presented from an ongoing study into the activation of GCE in a single international school. The conceptualisation developed as part of the research is aimed at reconciling the individual learner and the learning community, without losing the strengths of either. Underpinned by Habermas’ (1984) Theory of Communicative Action and Krznaric’s (2014) outrospective empathy, outrospective GCE features pathways towards mindful-yet-active global learning. The conceptualisation presented in this article, although reflective of universal ideas, does not account for all cases and contexts. Instead, outrospective GCE applies to educators seeking a means of engaging with and enlivening situated GCE innovation.

中文翻译：

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新兴星座：全球公民教育和外省流畅度

全球公民教育 (GCE) 是 21 世纪教学和学习的基本要素。对于某些人来说，GCE 象征着一种世界主义的态度，将人性置于自我之上。对于其他人来说，GCE 体现了学习者和教育者身份的分裂感。对于第三个群体，GCE 是对普遍规范的批判性审讯。尽管有全球化的言论，学校如何实践 GCE 对教育工作者和学生都提出了挑战。在本文中，一项正在进行的研究介绍了在单一国际学校中激活 GCE 的研究。作为研究的一部分而开发的概念化旨在协调个人学习者和学习社区，同时又不失去两者的优势。以哈贝马斯 (1984) 的交流行动理论和 Krznaric (2014) 的外省移情为基础，前瞻性 GCE 以通向有意识但积极的全球学习的途径为特色。本文中提出的概念化虽然反映了普遍观念，但并未涵盖所有案例和背景。相反，外向型 GCE 适用于寻求参与和激发情境 GCE 创新的方法的教育者。