ABSTRACT
The chapter provides both conceptual and practical examples of the need for global citizenship education (GCE) and also offers challenges and pedagogies to create countercolonial sites of renewed citizenship encounters, creating what we might understand as spaces of global commonwealth. The author focuses on how engaging multiple knowledge systems as a countercolonial project might provide opportunities to reimagine how to live more sustainably and peacefully and in doing so, address the myriad of global issues making life on our planet precarious. The conversation focuses on GCE and its demand for working with/in multiple knowledge systems if we are to nurture global (inter)relations that are more than reflections of a globalized “western” epistemic, cultural, and economic neocolonialism.
