Karen Pashby

• PhD
• Professor (Full) at Manchester Metropolitan University

Swedish students regularly take part in school partnership trips to Tanzania. Yet, little research looks at the extent to which these trips support global learning. This paper is interested in the discourses that enable and constrain ethical relationality in these educative encounters. It considers existing research on global citizenship education...

This article introduces the Special Issue ‘Mobilising Global Citizenship Education for Alternative Futures in Challenging Times’. Our call for papers was inspired by the 10th anniversary of a 2011 special issue on the political economy of global citizenship education (GCE) edited by Vanessa Andreotti. In this introduction, we review the main aims o...

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 b...

In this chapter, the authors report on a participatory research project with secondary school teachers in England, Finland, and Sweden that aimed to explore the possibilities for ethical global issues pedagogy in the classroom. The project had three integrated stages: 1) development and delivery of a workshop for teachers based on a synthesis of th...

Purpose: This paper considers the relevance of critical and decolonial approaches to global education in northern Europe through theoretical and empirical research. Methodology: We present a case for an approach that engages the modern/colonial dynamic (Mignolo, 2000; Andreotti, 2014) and pluriversality (Mignolo & Walsh, 2018). We conducted a proj...

The Organization for Economic Co-operation and Development’s (OECD) Program for International Student Assessment (PISA) 2018 includes a measure of global competence. In PISA, global competence is a cross-curricular domain that aims to measure a set of skills and attitudes that support respectful relationships with people from different cultural bac...

Concerned about the limits of normative deliberative pedagogies, we designed and organized a workshop to explore to possibilities of an agonistic pedagogy for global citizenship education. We brought together a range of participants including national and international primary and university students, researchers and curriculum developers and we cr...

This article builds from scholarship in Environmental and Sustainability Education and Critical Global Citizenship Education calling for more explicit attention to how teaching global issues is embedded in the colonial matrix of power (Mignolo, 2018). It reports on findings from a study with secondary and upper secondary school teachers in England,...

This article builds from scholarship in Environmental Education Research (EER) and Critical Global Citizenship Education calling for more explicit attention to how teaching global issues is embedded in the colonial matrix of power. We also consider the extent to which recent calls in EER for explicit attention to coloniality connect to discussions...

This paper reports on a reflexive exercise contributing a meta-mapping of typologies of GCE and supplementary analysis of that mapping. Applying a heuristic of three main discursive orientations reflected in much of the literature on GCE – neoliberal, liberal, and critical – and their interfaces, we created a social cartography of how nine journal...

Learning about global issues and themes has become an increasingly recognised element of education in many countries around the world. Terms such as global learning, global citizenship and global education can be seen within national education policies and international initiatives led by the UN, UNESCO, European Commission and OECD. The Bloomsbury...

This article focuses on neoliberal governing by the European Union of cross-sectoral youth policies directed at young people ‘at risk’. The aim is to show how the alliance of discourses of employability and precariousness in these policies has emerged and how these discourses operate in policy. In the article, we analyse European Council and Europe...

The International Youth White Paper on Global Citizenship is a result of work done by over 1300 students from 11 countries, in partnership with the Centre for Global Citizenship Education and Research, The Centre for Global Education, Canadian Commission for UNESCO, TakingITGlobal, and the Global Centre for Pluralism. Students came together to coll...

This article focuses on neoliberal governing by the European Union of cross-sectoral youth policies related to young people ‘at risk’ of social exclusion and marginalisation. The aim is to show how the alliance of discourses of employability and precariousness in these policies has emerged and is operated. In the article, European Council and Europ...

According to sustainable development target 4.7, by 2030, all signatory nations must ensure learners are provided with education for sustainable development and global citizenship. While many national curricula provide a policy imperative to provide a global dimension in curriculum and teaching, mainstreaming an approach to teaching about sustainab...

The aim of this paper is to explore the possibilities of using ‘agonistic’ engagement with controversial issues as a pedagogy for global citizenship education. Educating for Global Citizenship (EfGC) has been on the educational agenda since the turn of the 21st century. Internationally, global citizenship education is specifically targeted in the n...

In this article we present four social cartographies with the intention to contribute to different conversations about global justice and education. The cartographies aim to invite curiosity, depth, reflexivity, openness, and the expansion of sensibilities as we engage with different analyses and possibilities for global change. We start with a rev...

To begin to consider the context of global citizenship education in North America, it is important to look at some key characteristics of the continent. In this chapter, we will emphasize the relationship between North America’s multicultural population and multicultural policies and the content and pedagogy connected to global education. We will s...

Key tenets of Global citizenship education in international discourses (such as UNESCO) include everyone belongs to the human community and identities are multiple. Also, identity and belonging are diverse and extendable from the local through the national to the global. This chapter outlines key conceptual and theoretical work that deconstructs id...

This article examines the processes of youth engagement in an 'invited space' for Canadian secondary school students. The organizers created a participatory citizenship education space in which Canadian students discussed their views and visions and developed their policy position on global citizenship and global citizenship education. The content...

This paper examines the main rationales for and possible implications of the policy of increasing international student numbers in higher education (HE). Drawing on critical discourse analysis, we map key themes emerging from two sets of data—university strategy documents and interviews with staff—collected at eight universities in four national co...

This analysis is situated within a larger project focusing on ethics and internationalisation in higher education. Internationalisation is occurring at a fast pace and encompasses overlapping and contradictory aims largely framed by market imperatives. At the same time, institutions of higher education increasingly promote sustainability. We use a...

Global citizenship has increasingly become common parlance in education curricula internationally. Yet, it can be argued that in many instances, especially in official curriculum documents, Global Citizenship Education (GCE) tends to ignore critical engagement with ethics and complexity that inform global inequities worldwide, and often fails to ac...

In this article, we review social cartography as a methodological approach to map and collectively engage diverse perspectives within the study of higher education. We illustrate the uses of this approach by drawing on our own experiences engaging it as part of an international research project about the effects of the convergence of globalization...

This paper presents a critical framework applied to findings from a critical discourse analysis of curriculum and lesson plans in Alberta to examine the assumption that Canada is an ideal place for global citizenship education. The analysis draws on a framework that presents a critique of modernity to recognize a conflation within calls for new app...

Globalization has meant that universities are under increased pressure to internationalize through mobility, research partnerships, and internationalised programing. Global citizenship is an increasingly mainstream term being used by the UN and OECD regarding education for the 21st century, yet research about its conceptualization in higher educati...

In Canada, cultural diversity has always been a contested cornerstone of citizenship and of citizenship education. In the last decade, a number of provinces, including Alberta and Ontario, have published citizenship and character education documents and social studies curricula in which ideas of cultural diversity are central and shape dominant und...

In Canada, cultural diversity has always been a contested cornerstone of citizenship and of citizenship education. In the last decade, a number of provinces, including Alberta and Ontario, have published citizenship and character education documents and social studies curricula in which ideas of cultural diversity are central and shape dominant und...

This article uses a critique of modernity to examine the perceived relationship between global citizenship education (GCE) and digital democracy (DD). We review critiques of citizenship education in the global imperative and of the relationship of technology to democratic engagement. An analogy expresses the problematic way that GCE and DD are both...

Emphasis on issues of social justice and attention to socio-cultural perspectives on learning might be at odds with prevailing conceptions of “the good teacher.” In this paper, we probe the perceptions of “good teaching” among Ontario school administrators. We begin with an investigation into dominant discourses of “good teachers” based on the fram...

This paper engages with a selection of scholarly writing in English that was published in the last decade and written from particular liberal democratic contexts (predominantly the UK, the USA, and Canada). The literature diagnoses the need for a more complex theory of citizenship education and theorises schooling for citizenship in a global orient...

This paper presents a multi-voiced examination of educating for global citizenship from critical, interdisciplinary perspectives. The paper explores how insights from theoretical work on multiculturalism, race, religion, gender, language and literacy, and eco-justice can contribute to a critical global citizenship education practice. It reports the...

This paper presents a multi-voiced response to the question: how might conflict and difference be conceptualised in global citizenship education (GCE) imaginaries in Canada? It offers responses from six educators engaged with GCE research and practice in higher education institutions in Canada. The responses address different angles and issues rela...

Educational theory and practice are contending with a sense that it is impera-tive to take-up "the global" in schools so as to promote a sense of global responsibility and global consciousness. A review of contemporary academic literature reveals particular tensions marking the mutually reinforcing rela-tionships between citizenship, diversity, and...

Important and challenging theoretical debates and questions arising from considerations of the role of citizenship education in the current “global era” are evident in academic literature. Ultimately, our scholarly work must also engage with what happens in our elementary, secondary, and post-secondary classrooms. Much important scholarly attention...