ABSTRACT
This chapter advances a proposal for a metacritical global citizenship education (GCE) pedagogy. GCE as described by the scholars in this book could offer educators and students new knowledge, values, and different future visions that do not adhere to straightforward narratives of economic development (but still are critically engaged with its narrative) (Bosio, 2020). The author defines this as a metacritical GCE pedagogy. A metacritical position can be seen as a form of metacriticism of GCE: “A criticism of criticism, the goal of which is to scrutinize systematically the terminology, logic, and structure that undergird critical and theoretical discourse in general or any particular mode of such discourse” (Henderson & Brown, 1997, p. 77). The metacritical GCE proposed in the final chapter of this book is oriented within a paradigm of value-pluralism. The notion of value-pluralism (also known as ethical-pluralism) is that there are multiple forms of knowledge and values that are both equally important for student development yet conflicting in their shared space (Bosio, 2019). The robust form of value-pluralism envisioned in the metacritical framework for GCE moves from compatibility as a possibility to the various types of critical networks and diverse GCE ethical systems that are engaged with each other.
