The Opportunities and Challenges for a Critical Global Citizenship Education in One English Secondary School

摘要: Within global citizenship education (GCE) theory, policy and practice there is much emphasis upon the ‘critical’. However, existing research shows that a critical approach limited within schools (Bourn Hunt 2011; Bryan Bracken 2012; Mundy Manion 2008). This seeks to explore this perceived ‘reality gap’ through an in-depth ethnographic study at one English secondary school, drawing on perspectives of teachers, students parents. It guided by two open questions: how GCE understood practised in school? What are challenges opportunities for (CGCE)? Drawing pedagogy postcolonial areas theory have contributed GCE, thesis proposes framework CGCE. As ideal, CGCE critically examines knowledge, promotes dialogue across difference, encourages self-reflection, leads informed responsible being action. In order understand plays out practice, reports detailed school with strong reputation using combination participant observation, interviews, discussion groups document analysis, perceptions Using thick description, illustrates formal context. Although relationship between curriculum ambiguous, it argues potentially more than informal whole-school initiatives. instrumental economic, moral cultural agendas limit CGCE, posing tensions engagement school’s need achieve good examination results, produce well-rounded people, protect empower students. Practising can also pose practical ethical pertaining relativism universalism, managing uncertainty complexity, uncomfortable emotional reactions. conclusion, calls greater support practising as well provide further theoretical tools, better understanding relation curriculum-making, insight into teachers deal discomfort.