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ABSTRACT
This article interprets interview-based research to reveal an incongruity between coinciding discourses of the twenty-first-century global marketplace and aspirations to universal equality, both contained within the claim that American university students must study abroad to become ‘global citizens’. It argues that there are deep tensions between two very different images of what citizenship entails – one treats education as a zero-sum means towards the maximisation of a specific set of bounded interests, while the other pictures education as a site of deliberation. It then reassesses both in light of an ethic of paradoxical self-critique to which both inadvertently lay claim.
Acknowledgements
A thank you first and foremost to the passionate advocates of global citizenship education who shared their time and stories with me. Among them, much appreciation is owed to Eric Singer for motivating this article (and my other academic pursuits) against his very best intentions. Thanks to Megan Thomas and Juan Diego Prieto for responding to far too many painful early drafts with wisdom and encouragement, and to Elizabeth Beaumont and two anonymous reviewers for helping me navigate these literatures. Finally, an enormous debt of gratitude is long past due to Dean Mathiowetz for inspiration, compassion, creativity, and especially, patience.
Disclosure statement
No potential conflict of interest was reported by the author.