ABSTRACT
From a gender perspective, citizenship education and even global citizenship education (its new sister) may well contribute to the maintenance of existing gender power relations and, in effect, to the marginalization and dependence of women, politically, economically, and culturally (Arnot 2009b). Although often not consciously, the citizenship discourses that have shaped these curricular formations have positioned, categorized, subordinated and marginalized women’s lives and reduced rather than added to their political agency. Citizenship education, which arguably is meant to create the conditions for political engagement, participation, representation, and action, if unrefl ective and unresponsive to women’s insights and demands, reinforces women’s exclusionary status.
