ABSTRACT
We developed the concept of ‘cosmopolitan nationalism,’ presenting it as an analytical lens through which to examine contemporary policies and practices that navigate global processes (ranking systems, mobility of people, expectations for futures) but also take account of nationalistic tendencies to educate future citizens and challenge persistent inequalities within education systems. We intent to expand this concept by specifically examining how GGE has become a policy and practice framework through which cosmopolitanism nationalism is variously articulated and implemented, with different effects. We do this through an in-depth interrogation of the obvious and more subtle ways nationalism is interwoven into GCE across three quite different countries – South Korea, Israel and the United States.
