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Abstract
Encouraged by transnational organisations, curriculum policy-makers in the UK have called for curricula in schools and higher education to include a global dimension and education for global citizenship that will prepare students for life in a global society and work in a global economy. We argue that this call is rhetorically operating as a ‘nodal point’ in policy discourse – a floating signifier that different discourses attempt to cover with meaning. This rhetoric attempts to bring three educational traditions together: environmental education, development education and citizenship education. We explore this new point of arrival and departure and some of the consequences and critiques.
Acknowledgements
We are grateful for the support of the International Development Education Association of Scotland (http://www.ideas-forum.org.uk/) whose network events with the Initial Teacher Education Institutions around Scotland inspired us to engage in this task. We are also grateful for the helpful comments from both anonymous reviewers and the feedback we received from colleagues at seminars and conferences when we presented these emerging ideas.