ABSTRACT
This chapter explores how, through engagement with global citizenship education (GCE), teachers may support children to explore the myriad ways in which we are connected to people and places across the world, and how issues of social justice and sustainability are deeply rooted in these systems and structures. Drawing on a typology of citizenship which constitutes three conceptions of “good” citizens, as personally responsible, participatory or justice-oriented (Westheimer & Kahne, 2004) alongside Young’s (2006) “Social Connection Model” of responsibility, the chapter considers the classroom and wider professional practices which can support children to explore beyond narrow, personally responsible forms of citizenship into the realms of citizenship grounded in participation and justice. Furthermore, it explores how educators, as critical agents themselves, might take action for the positive transformation of educational practices, systems and structures beyond alignment with individual responsibility, towards deeper educational approaches which promote inclusive participation and demand social justice.
