ABSTRACT
With a focus on the Global South, this book argues that awareness and discussion of the politics of equity and inclusion in global citizenship education (GCE) research are essential to the future of nuanced and effective research in this area.
The book explores the notion of heavily regulated hard spaces to examine areas of institutional blindness and reflects on ways to negotiate the issue of sensitivity in an institutional context, exploring how one’s sensitivity relates to pedagogy and ethics. Through this in-depth metadiscussion of GCE research, the book provides a complex portrait of unique challenges in this domain and explores the nuanced experience of navigating temporal intersections of the global, the citizen, and education in geographically and thematically obstacled spaces.
This book will be of great interest to researchers, policymakers, academics and postgraduate students in the fields of global education, comparative education, and educational policy.
