Global Citizenship Education idea-scapes:
summary of educational implications
Social cartographies are educational instruments that are not meant to describe or prescribe things, but to be a stimulus for different conversations about intersections that are usually not talked about. This social cartography exercise presents three approaches to GCE (soft/radical/otherwise) and invites educators to reflect on their practice and the challenges of global justice in their contexts of practice.
As you engage with this social cartography, think about:
- What is possible/expected in your context of work in relation to GCE? Why is this the case?
- What approach would be more difficult to introduce? Why is this the case?
- What approach was the most common in your own education? What approach do you feel most and least equipped to do?
- What global challenges are students affected by? What circumstances would require your students to have stamina?
You can also use this table as a tool for evaluating the approaches and tasks you choose to address a particular GCE topic, remembering that soft, critical and otherwise approaches can have different effects in different contexts and they can also complement each other if the timing is right.
|Soft GCE||Critical GCE||GCE Otherwise|
|General focus||Fostering inclusion in and informed engagement with institutions, belonging, self-esteem, peace and equality, mutual understanding||Fostering advocacy for and solidarity with historically marginalized groups||Engaging with complexities, paradoxes, uncertainties, difficulties and wicked problems (with no simple solutions)|
|Helping those “behind” or excluded to catch up, jump in and “move forward”||Fighting on the side of the oppressed against injustices||Tackling the root causes and alleviating the effects of historical, systemic and on-going violence|
|Engagement with un-sustainability||Doing one’s part to mitigate the effects of climate change and consumption, supporting greener policies, fostering appreciation for nature||Engaging with the limits of greening policies, critiquing ‘greenwashing’, while attending to intersectional approaches to climate justice||Developing capacity to face the tipping points (energy, water, food, health, relations) of unsustainability with sobriety and accountability|
|Engagement with discrimination||Promoting inclusion and appreciation of diversity||Engaging with the subtle aspects of discrimination and promoting representation, recognition and redistribution (‘the 3 Rs’)||Attending to diversity within diversity, beyond romanticization and essentialism; reducing harm while questioning limits of the 3 Rs|
|Responsible participation||Working towards a “single forward” supporting institutional approaches||Challenging the “single forward”; being an ally of those who have been oppressed by it||Working through complicities and the complexities of solidarity; preparing for the multiple crises that we will need to face together|
|Examples of competency inventories||UNESCO: preparing learners for the challenges of the 21st century||FREIRE’s critical pedagogy
Feminist critical pedagogy
|In Earth’s CARE curriculum
GCE Otherwise study program
|Examples of GCE tools and initiatives||Model UN
Me to We
|Slavery & ecological footprints
|House of modernity
Crossing borders dispositions
The resource Tataiako: cultural competencies for teachers of Maori learners has soft, critical and otherwise approaches in it. We invite you to examine this resource to identify traces of each approach: https://teachingcouncil.nz/required/Tataiako.pdf
This table of 3 approaches to GCE is a summary/adaptation of a larger map of “4 different approaches to GCE“. For a discussion on different mapping exercises in the GCE area, see
Pashby, K., da Costa, M., Stein, S., & Andreotti, V. (2020). A meta-review of typologies of global citizenship education. Comparative Education, 56(2), 144-164.