ABSTRACT

This article extends and expands a nuanced unpacking of conceptualisations of critical global citizenship education (GCE) in typologies of GCE (Pashby, K., M. da Costa, S. Stein, and V. Andreotti. [2020]. “A meta-review of typologies of global citizenship education.” Comparative Education 56 (2): 144–164.). It finds approaches to critical GCE can be described in broad terms that conflate quite distinct agendas; critiqued as unpragmatic, idealistic, and morally-relativistic; and fail to engage substantively with their complicity within the systems they seek to transform. It then explores what a selection of empirical research on secondary schools in ‘global North’ contexts that draws on critical GCE analyses contributes to illustrating the possibilities and tensions of critical GCE in practice.

摘要

本文扩展并扩展了 GCE 类型学中批判性全球公民教育 (GCE) 概念化的细微差别（Pashby, K., M. da Costa, S. Stein 和 V. Andreotti。[2020]。“A meta-全球公民教育类型的回顾。”比较教育56 (2): 144–164.)。它发现批判性 GCE 的方法可以用广泛的术语来描述，这些术语将非常不同的议程混为一谈；被批评为不务实、理想主义和道德相对主义；并且未能在他们寻求转型的系统中与他们的共谋进行实质性的接触。然后，它探讨了在“全球北方”背景下，利用批判性 GCE 分析对中学进行的一系列实证研究有助于说明批判性 GCE 在实践中的可能性和张力。