Global citizenship education and its discontents, from the global North to the global South
Adopting a deconstructive stance and employing critical discourse analysis of university missions, campus spaces and quotidian practices from the global North – the United States and the United Kingdom – and the global South – Colombia – this chapter reveals ‘the lack of coherence of the narratives that compose the social text’ (Braidotti 2006, p. 28) of the Global Citizenship Education (GCE) initiative. With reference to gender, migration, digital technologies, campus space organization and relations with multiple others outside and within, the chapter uncovers the insidious ways in which universities, with a hierarchical mindset, encourage the economic exploitation of resources, whether in Southern nations, in nature or in human potential. The goal is to problematize the idea of citizenship itself by bringing out the contradictions in the meaning of both ‘citizenship’ and ‘global’. The chapter concludes that the global citizenship experience is in the bodily work of deterritorialization, of the deconstruction of the known space, meaning and identities, in other words recognition of the common becoming of Self and the Other, that would ideally result in creating a more just world and community.