ABSTRACT
Schools have an important role to play in preparing students to engage responsibly with global equity and justice in ways that directly take up rather than step over ethical issues. Despite a general policy consensus on the importance of including such issues in education, there is a lack of knowledge about how to deal with them in educational theory and practice. This chapter offers a didactical reflective tool to support teachers in making choices about content and pedagogy grounded in ethical questions and complex understanding of global justice and equity issues. It exemplifies with some empirical examples that demonstrate that teachers and students can experience a sense of significance and worthiness of engaging in a more critical approach. In addition, if we as teachers critically engage with notions of complexity and complicity while also being rooted in the daily life of classrooms, we open up possibilities for approaches to global issues pedagogy that takes up rather than glosses over the complex set of factors involved in global issues.
