ABSTRACT
This chapter offers a defense of global citizenship education (GCE) along the lines of democratic actions guided by opposition to human rights violations and the unequal treatment of all humans in South Africa and elsewhere. To be a global citizen is to remain open and reflexive about that which influences one and at the same time, be attentive to what can still be actualized. The very idea of linking global citizenry with education is a recognition that these two interrelated human actions are underscored by notions of engagement that takes into consideration deliberation, iteration, and (dis)agreement.
