Who Needs Global Citizenship Education? A Review of the Literature on Teacher Education

Given the seemingly ever-increasing scholarly production about the ideas and ideals of global citizenship education (GCE), it is not surprising those discussions started to gain influence in teacher education (TE) debates. In this study, we examine the discourses that tacitly shape the meanings of GCE within the contemporary academic literature on TE. After analyzing the peer-reviewed scholarship published from 2003 to 2018, we identified patterns in how GCE for TE was described and defended, beyond the differences in their conceptual frameworks. The dominant trend found is to frame GCE as a redemptive educational solution to global problems. This framing requires teachers to embrace a redemptive narrative following a model of rationality based on altruistic, hyperrationalized and overly romanticized ideals. Ultimately, TE literature contributes to the configuration of an excessively naive discourse that tends to ignore the neoliberal context in which both GCE and TE take place today.

Automated summary

The study reveals that in the academic literature on teacher education, global citizenship education is described as an educational solution to global problems, requiring teachers to embrace a rational model and disregard the neoliberal context.