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Abstract
In recent decades, many countries began integrating global citizenship education (GCE) into their curricula, both in response to the needs of a diversified pupil body formed by global migrations flows and as a means to prepare pupils to compete and engage in modern globalized society. Frequently, this integration takes place alongside an increasing emphasis on local/national and nationalistic values within schools and education systems. The present study examines the way GCE is articulated and manifested at a school catering to a super-diverse population in inner London. I assess how school life is shaped in accordance to the global/local nexus, specifically identifying the tensions between diverse global and local aspects of the perception of citizenship as they are molded at this school. I reveal the exclusionary form of GCE that is being promoted through schooling in this specific context and the hegemonic nature of the global/local nexus.
Acknowledgment
I would like to thank the schools’ community for sharing with me their time and worldviews. I would also like to thank Ms. Heela Goren for assisting me in interpretation of the GCE discourse in this study and to Professors Stephen Ball, Paul Morris, Robert Cowen and Claire Maxwell for engaging with me on discussions regarding the concept of GCE in super-diverse schools.
Notes
1. The British Office for Standards in Education, Children's Services and Skills.
2. To protect participants’ confidentiality, their names and the school name are excluded here. The school’s mission statement is not quoted here either to maintain its anonymity. Broadly speaking, however, the school seeks to enable pupils to become prominent (and happy) actors in the ‘world’ in general.