Global Citizenship Education as a pedagogy of protest: Empowering activism and social transformation

• In Event: Values, knowledge, and curriculum in Global Citizenship Education

Proposal

Global Citizenship Education (GCE) has gained prominence as an educational approach that seeks to nurture socially responsible individuals capable of engaging with global challenges. This paper explores the concept of GCE as a pedagogy of protest, emphasizing its potential to empower learners as agents of activism and catalysts for social transformation. Drawing on Paulo Freire's critical pedagogy principles and theoretical frameworks, this paper discusses how GCE can foster a culture of protest, encouraging learners to challenge systemic injustices and advocate for a more equitable and sustainable world. The paper begins by establishing a theoretical foundation, contextualizing the intersection between GCE and the principles of protest as a means of resistance. It delves into the transformative potential of GCE, moving beyond traditional conceptions of global citizenship to emphasize active participation and political engagement. The focus is on how GCE can instill a critical consciousness among learners, inspiring them to identify and question oppressive structures, and encouraging the development of a sense of agency and advocacy. The paper begins by establishing a theoretical foundation, intertwining critical pedagogy and the principles of global citizenship. It investigates how GCE can serve as a platform to raise learners' consciousness about interconnected global issues, including but not limited to poverty, inequality, environmental degradation, and human rights violations. The focus is on how GCE can challenge prevailing neoliberal ideologies and empower learners to identify and resist oppressive structures and systems perpetuated by dominant power structures. Furthermore, this paper delves into the transformative praxis of GCE, emphasizing the importance of meaningful and authentic engagement with global challenges. Through participatory approaches, dialogical methods, and experiential learning, GCE fosters a space where learners can critically reflect on their own positionality and privileges in a globalized world. It analyzes how educators can facilitate dialogues that encourage students to critically analyze the root causes of global injustices and explore possible avenues for transformative action. By empowering learners as transformative agents, GCE as pedagogy of protest provides a promising avenue for nurturing socially conscious and responsible global citizens who actively engage in the pursuit of a more just, equitable, and sustainable world.

Author

• Emiliano T. Bosio, Toyo University