ABSTRACT
Individuals, communities, and societies can have different ideas about moral values and citizenship education: it can be focused on adaptation, individualisation, or on social justice and democracy. There can be differences between goals, practices and learning effects. Also in the concept of global citizenship education (gce) there are different orientations: on open gce with openness for other cultures, a moral gce that supports human development and concern for the world, and a social-political gce that addresses unequal power relations and is oriented to social justice. We will present data of a small comparative study of how Dutch and Indonesian students of teacher education for moral education and citizenship education think about global citizenship education. These studies show that it is important to recognise that people can think different about moral values and citizenship, that education should stimulate reflection and dialogue about what are relevant values and citizenship education, and create practices that challenge students. What can be the role of parents and communities in it? How can a more inclusive education be stimulated?
