ABSTRACT
Scholars and teacher educators investigating citizenship education beyond the nation state now require innovative, layered, and generative theoretical frameworks and practices in order to promote conversations concerning equity for students of all backgrounds. This chapter traces out an array of intersections that mark the relationship between global citizenship and teacher education. It explores approaches to global citizenship education in an effort to broaden our perspectives. The chapter outlines four dominant frameworks exploring theoretical and practical components of global citizenship education in teacher education: humanistic approaches, critical theories approaches, phenomenological and autobiographical approaches, and poststructuralist and feminist approaches. It provides strategies of these four major theoretical frameworks in teacher education. Teacher education is the process of empowering students to work for creating a more just and sustainable world through democratic processes.
