A postcolonial analysis of UNESCO's framework for Global Citizenship Education.

Abstract

Global Citizenship Education (GCED) is an emerging concept in Europe and the US. It got institutionalized in UNESCO's Framework for Action, Education 2030 Agenda. UNESCO defines the aim of GCED as "nurturing respect for all, building a sense of belonging to a common humanity and helping learners become responsible and active global citizens". However, it got criticized for foreclosing the complex historical, cultural and political nature of global issues. Without an analysis of power imbalances, GCED can lead to educational practices that unintentionally reproduce ethnocentric, ahistorical and depoliticized approaches. This study analyzes the discourse in UNESCO's approach to GCED through a postcolonial lens in order to determine elements that are problematized in postcolonial theory. The findings suggest that global citizenship displays rather morals and sentiments than actions and politics. However, the transformative potential for GCED has been recognized, as this study suggests critical approaches in order to educate 'responsible and active citizens'.