Editorial: Challenges and tensions in global learning and global citizenship education

Abstract

This issue of the journal offers a range of perspectives on the challenges and tensions in global learning and global citizenship education facing educators in different contexts. The authors examine the dilemmas educators are confronted with, and explore possible responses and modalities for responding to those challenges in a range of geographical areas. In their article, Sheila Baker and Debra Shulsky take on the challenge for educators in helping learners to develop a ‘perspective consciousness’ – a sense that their view of the world is not necessarily shared by others, and an understanding that it is influenced in ways they are not consciously aware of. They situate this endeavour within a global citizenship education approach, highlighting the following elements of perspective consciousness: broadmindedness, innate contemplation and critical conviction. Setting their research in the context of various new standards, policies and initiatives within the United States, they illustrate how teachers are being encouraged to help their learners to develop global perspectives and argue that using literature can support this endeavour. They suggest book titles, criteria for curating literature and relevant learning activities to promote the development of mindfulness and therefore perspective consciousness. They argue that criteria should include, for example, whether the works present multiple perspectives, whether they promote understanding of the life experiences of others and whether they promote empathy or open-mindedness. Their aim is to encourage teachers to view literature as a route into compassionate global citizenship for learners.