Chapter 1: Introduction: Desettling Conceptions, Perceptions, and Practices in Global Citizenship Education

Global citizenship education is a transformative project. The United Nations Educational, Scientific, and Cultural Organization (UNESCO, 2014) defines global citizenship education (GCE) as “a framing paradigm which encapsulates how education can develop the knowledge, skills, values and attitudes learners need for securing a world which is more just, peaceful, tolerant, inclusive, secure and sustainable” (p. 9). To promote GCE, UNESCO calls for curricular approaches that prepare young people to examine and overcome the challenges confronting an interdependent world community. Yet, despite the prevailing consensus regarding its transformative aims, conceptions and the implementation of GCE curricula differ across societies. These variations stem partly from the ways nations respond to globalizing forces and their attendant economic, social, cultural, and political influences (Torres, 2017). Although states may rationalize global curricula to forward principles ofjustice, equality, or sustainability, these agendas stand alongside educational priorities to boost competitiveness in the world economy, strengthen national identity, or inoculate societies against perceived global ills (Alviar-Martin & Baildon, 2016a; Gaudelli, 2016). The range of GCE conceptions and approaches—and the challenges that accompany GCE implementation—underline a need for international dialogue to address common and interconnected problems. Goal 4.7 of the UN 2030 Sustainable Development Agenda expresses the urgency for crossnational collaboration and sets an ambitious goal for GCE to promote education for sustainable development and sustainable lifestyles, global citizenship, human rights, gender equality, peace and nonviolence, and appreciation of cultural diversity (Leicht, Heiss, & Byun, 2018).