ABSTRACT
Citizenship education and multicultural education (with various names and meanings) have been rather distinct curricular programmes in more than a few school systems around the world, as we have seen in the revealing chapters of this volume. They are embedded, of course, in unique national contexts; both initiatives are of the nation. Conceptually and empirically, they are its products. Cosmopolitanism is also making brief appearances in educational discourse-minor in relation to the two stronger, national discourses, but provocative as a harbinger of a different kind of political community: world citizenship.
