ABSTRACT
This chapter extends recommendations built in The Critical Global Educator: Global Citizenship Education as Sustainable Development (Ellis, 2016), justifying Critical Realism (CR) philosophy for methodology and Systemic Functional Semiotics (SFS) for practical methods toward Global Citizenship Education (GCE), as elaborated in the more recent publication of Critical Global Semiotics: Understanding sustainable transformational citizenship (Ellis, 2019). The chapter explains five CR concepts which I consider foundational to GCE, highlighting its essential systemic, dialectic, holistic, heteroglossic, and transformational nature and links to semiotic studies.
