As the idea of citizenship has become a token for increasingly exclusionary manifestations of national identity, this article is a call for higher education institutions to honor their commitment to cultivating global citizens, yet with significant caveats. We argue that the proliferation of global learning initiatives in an increasingly neoliberalized university promotes a particular type of global citizen: a well-trained employee with intercultural skills which facilitate access to the global economy, and a global consumer of world cultures with no true commitment to global social justice. By offering a critique of pedagogical principles upon which global citizenship education is currently built, this article aims to demonstrate that the obligation to produce critical and civically engaged global citizens is not only urgent but also possible through novel pedagogical practices. Drawing on a semester-long partnership between two linked courses, we conclude that the interdisciplinary linked-course experience not only helps students delve into a conversation with what it means to be a global citizen in ways not possible through conventional pedagogical practices, but also allows instructors to explore new spaces that humanize abstract formulations of global citizenship for an ethical imperative towards the world and all its inhabitants.

中文翻译：

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世界上的所有差异：为全球公民寻求批判性的世界主义教学法

由于公民身份已成为越来越多地排斥民族身份的象征，因此本文呼吁高等教育机构兑现其对培养全球公民的承诺，但要注意很多事项。我们认为，一所日益自由化的大学中全球学习计划的泛滥促进了一种特殊类型的全球公民：受过良好培训的，具有跨文化技能的员工，可以促进进入全球经济；以及对世界文化的全球消费者，没有真正的承诺全球社会正义。通过对当前建立全球公民教育的教学原则提出批评，本文旨在证明，培养紧迫和公民参与的全球公民的义务不仅是紧迫的，而且通过新颖的教学实践也是可能的。利用两个链接课程之间长达一个学期的伙伴关系，我们得出的结论是，跨学科链接课程的经验不仅可以帮助学生以传统教学方法不可能的方式深入地探讨成为全球公民的意义，讲师探索新的空间，这些新空间人性化了全球公民身份的抽象表述，从而对世界及其所有居民产生了道德上的要求。