Drawing on critical pedagogy post-colonial analysis hermeneutic interpretation and
reconceptualist curriculum frameworks the twenty chapters in this edited collection address
from interrelated perspectives a gap in the scholarly literature on the theory practice and
policy of global citizenship and global citizenship education. The book provides readers with
analyses and interpretations of the existing state of global citizenship education in
post-secondary institutions and stimulates discussion about the field at a time when there is
an intense debate about the current drive to internationalize tertiary education and the role
global citizenship education should play in that process. International and interdisciplinary
in its examination of post-secondary global citizenship education the book will be useful in
courses that focus on policy formation curriculum development and theorizing in the field.
