Queen Margaret University logo
    • Login
    View Item 
    •   QMU Repositories
    • eResearch
    • School of Arts, Social Sciences and Management
    • Psychology, Sociology and Education
    • View Item
    •   QMU Repositories
    • eResearch
    • School of Arts, Social Sciences and Management
    • Psychology, Sociology and Education
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Global Citizenship Education / Learning for Sustainability: tensions, ‘flaws’, and contradictions as critical moments of possibility and radical hope in educating for alternative futures

    Date
    2021-03-30
    Author
    Swanson, Dalene M.
    Gamal, Mostafa
    Metadata
    Show full item record
    Citation
    Swanson, D.M. and Gamal, M. (2021) ‘Global Citizenship Education / Learning for Sustainability: tensions, “flaws”, and contradictions as critical moments of possibility and radical hope in educating for alternative futures’, Globalisation, Societies and Education, 19(4), pp. 456–469. Available at: https://doi.org/10.1080/14767724.2021.1904211.
    Abstract
    'Global citizenship’ entered public parlance prominently during heightened globalisation. To be a citizen of this new globalised, interconnected world was to be a subject of capital. Like Janus, a subject of this neoliberal world order was to be both an inwardly-gazing subject of the nation state, and simultaneously an outwardly-gazing subject of global capital. ‘Global citizenship’ (GC) carries the inherent contradiction of Janus, being a juridical contradiction. It looks both inwards and outwards and carries borders as shadows. Viewing contradiction at the heart of GC as a ‘productive tension’, rather than ‘flaw’, by way of entry into Global Citizenship Education (GCE), and by implication Learning for Sustainability (LfS), may offer the necessary vector in prizing open new windows to hopeful, alternative futures. The difficult task of doing so should not be sidestepped in the shift from GCE to LfS. Recognition of the various ‘distancing strategies’ deployed within these discourses is critical in overcoming their overdetermination as instruments of state social, national and economic ambitions. The implications for education and our socio-ecological futures of the embrace of contradiction at the heart of GC needs critical attention toward the imperative of mobilising Critical GCE (CGCE) to enact possibilities of radically hopeful futures.
    URI
    https://eresearch.qmu.ac.uk/handle/20.500.12289/12781
    Official URL
    https://doi.org/10.1080/14767724.2021.1904211
    Collections
    • Psychology, Sociology and Education

    Queen Margaret University: Research Repositories
    Accessibility Statement | Repository Policies | Contact Us | Send Feedback | HTML Sitemap

     

    Browse

    All QMU RepositoriesCommunities & CollectionsBy YearBy PersonBy TitleBy QMU AuthorBy Research CentreThis CollectionBy YearBy PersonBy TitleBy QMU AuthorBy Research Centre

    My Account

    LoginRegister

    Queen Margaret University: Research Repositories
    Accessibility Statement | Repository Policies | Contact Us | Send Feedback | HTML Sitemap