ABSTRACT
This chapter turns the reader's attention to the implementation of the post–Good Friday Agreement initiative Local and Global Citizenship (LGC) in the classroom. Drawing from interviews and ethnographic research, this chapter presents three narratives of LGC: as lost in the refuge, an outlier, and a lottery. If LGC were taught as the curriculum developers intended, it would have a high priority on the timetable, be distinct from the pastoral care tradition that underpins schools’ ethos and teachers’ practice, and not rely on a lottery to be taught ably. LGC could have the potential to contribute to peace, reconciliation, and civic engagement. But schools do not teach it like that because, as this chapter demonstrates, there are three impediments: school administrators and teachers have competing, and higher, priorities; teachers have varying enthusiasm, ability, and time, to devote to LGC, which ultimately impacts delivery in the classroom; and teachers and schools have a pastoral tradition that dilutes or weakens the potential impact of LGC.
