Global Citizenship Education: Challenges and Successes

"Global Citizenship Education: Challenges and Successes is an excellent collection offering breadth, depth, and new insights on issues and debates in the field. This book provides in-depth analyses of diverse topics that address some of the most pressing global and national issues we are currently facing. It will certainly serve as an important guide for enhancing global citizenship education in the post-secondary sector."

Rebecca Tiessen, School of International Development and Global Studies, University Chair in Teaching, University of Ottawa

“Global citizenship education (GCE) is a dynamic and increasingly relevant field, including many diverse strategies, efforts, and publications seeking to advance our knowledge. This book makes a significant and compelling contribution to this field by providing a critical synthesis as well as new and emerging themes that help us better understand what GCE is and how it can be developed and implemented. Eva Aboagye and S. Nombuso Dlamini have brought together a wonderful collection of contributors, who, collectively, provide insightful analysis on the theoretical and conceptual meanings of GCE and introduce readers to a series of case studies that exemplify what GCE looks like in and through the eyes of students, educators, and researchers.” Paul R. Carr, UNESCO Chair in Democracy, Global Citizenship and Transformative Education, Department of Educational Sciences, University of Quebec (Ottawa)

“While scholarship in global citizenship education has seen a sharp rise in Canada and elsewhere for the past twenty or so years, Global Citizenship Education: Challenges and Successes presents, in both topical and educational terms, a timely intervention that is actual and forward-looking. With interacting themes that simultaneously analyse and critique, the editors and contributors actively locate global citizenship on dynamic local and global learning and teaching platforms. This book is an excellent, tempo-thematically critical work that should be read and shared widely in both academic and policy contexts.” Ali A. Abdi, Professor, Department of Educational Studies, University of British Columbia