ABSTRACT
Chapter 8 presents this book’s three core claims and spells out their central normative implications. The three core claims are that a conception of global democratic justice constitutes the normative ground of educational public policy, that rights to democratically adequate education should be recognized in all states as a matter of global democratic educational justice, and that global democratic citizenship education should pursue the cultivation of both domestic and transnational democratic consciousness. One central implication of the first claim is that institutions of primary and secondary education should be evaluated primarily in terms of their contribution to realizing rights to a democratically adequate education and to creating democratic consciousness, instead of exclusively in terms of whether they are conducive to students’ employability and economic growth. Concerning the second claim, one important implication is that the democratic conception of global educational justice requires viewing the realization of rights to democratically adequate education of citizens from other states as concerns of global justice rather than as considerations of charity or humanity. Finally, a practical upshot of the third core claim is that citizenship education might have to transcend the nationally structured school systems.
