ABSTRACT
This chapter outlines sociocultural risks arising within a global political economy. Although it may be useful to distinguish finance and power from cultural globalisation, it is the interplay between the economic and political contexts of globalization that has driven most discussions of the need for educational reform. Acknowledging the impact of dominant techno-scientific discourses that threaten to colonise minds, despite educational charters at transnational and regional levels, highlighting challenges and opportunities. The chapter establishes dialectic spaces for Critical Global Educator (CGE). Given that the global dimension embodies a social justice mission, citizenship studies has an explicitly political remit and ESD enjoys institutional support, the chapter questions whether stronger shared philosophical and theoretical understanding could provide advocates with firmer foundations for collaborative GCESD. Despite the Decade of Education for Sustainable Development (DESD), UNESCO's Bonn Declaration (2009) fails to challenge the political economy, specify philosophic values, offer theoretical models, counter current economic rationalism or productively apply critical approaches and empowerment.
