Toward Decoloniality in Global Citizenship Education: A Review of the Literature on Teacher Education

• In Event: Saturday Roundtable Session 9:45 am
  In Roundtable Session: Advocating for a Better Tomorrow: Excavating Decolonial Futures for Youth of Color (Table 13)

Abstract

The existing literature explores Global Citizenship Education (GCE) within Teacher Education (TE) but overlooks the integration of decolonial perspectives. This review systematically examines GCE characteristics in TE, using three main discursive orientations一neoliberal, liberal, and critical lenses, and decolonizing frameworks. Findings reveal diverse GCE program dimensions, from cultivating awareness of multiple perspectives and empathy to interrogating pre-service teachers' subjectivities and existing power structures in an inequitable world. However, critical perspectives receive insufficient emphasis in the TE program, remaining entrenched within a shared modern ontology/epistemology, normalizing colonial meta-narratives and Western viewpoints. Consequently, the study calls for the urgent incorporation of anti-colonial and anti-oppressive approaches to GCE within TE programs, a crucial step towards achieving global social justice.

Author

• Jeong Yeon Park, California State University - Fullerton