Towards the cultivation of global citizenship education as an activist pedagogy

Abstract

The contributions in this current issue relate to the cultivation of global citizenship education. Yet, it seems as if the central arguments in eight articles can be construed around the notion of an activist pedagogy. More poignantly, activist global citizenship education is constituted by at least three dimensions: firstly, such a form of citizenship education transcends beyond the strict confines of theory; secondly, global citizenship education involves the enactment of people’s sociopolitical rights as they endeavour to exercise their autonomy; and thirdly, activist pedagogy seems to have permeated the practices of scholars who have embarked upon intellectual inquiry to resolve misconstrued and distorted public situations. It is from these premises that we have analysed the contributions of the authors.