Gamal, Mostafa2025-09-152025Gamal, M. (2025) ‘Being present: intersectionality, critical global citizenship theorizing, and the earth charter’, in D. Bourn, N. Sharma, and M. Vilela (eds) Education for Sustainable Futures. Emerald Publishing Limited, pp. 49–62. Available at: https://doi.org/10.1108/978-1-83608-752-620251008.978-1-83608-752-6https://eresearch.qmu.ac.uk/handle/20.500.12289/14404Item is not available in this repository.In recent years, the discussion of Education for Sustainable Development (hereafter ESD) has become increasingly widespread, following its prominence in global policy (UNESCO, 2005; UNESCO, 2020). The call to embrace sustainability and to facilitate a global transition to sustainability are crucial interventions in centering issues of justice, equity, and ecology. Similarly, in its four principles of respect and care for the community of life, ecological integrity, social and economic justice, and democracy, nonviolence, and peace, the Earth Charter (2000a) is committed to an ethical framework that casts the urgency to attend to our responsibility to future generations within a wider environmental, economic, social, and spiritual context. Intersecting with these concerns is global citizenship theorizing, especially in its critical orientations (hereafter CGC) (e.g., Khoo & Jørgensen, 2021; Pashby, 2015; Stein et al., 2019; Swanson & Gamal, 2021). Although it is a contested terrain, critical global citizenship foregrounds social injustices and seeks to “unsettle the hegemonic categories that normalise an inherently unequal status” (Pashby et al., 2020, p. 154).49–62Book chapter