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9781138887800

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The author is to be applauded for the sharp integration of the many theoretical strands and perspectives that flow in and out of the various 'global educations' at work in the UK over the past decade. For educational scholars and practitioners concerned with sustainable development, human rights, and global citizenship, this book is a challenge to look deeper within the political and social structures underpinning and influencing pedagogy, and to embody such critically self-reflective practices in future work. Sam Mejias, London School of Economics and Political Science, London Review of Education This book offers an insightful window into the emancipatory potential of GCESD. The author's insistence on the transformative capacity of global education that is aligned with academic disciplines and rooted in philosophical and theoretical frames, resonates with the foundations and aims of the new Politics and Society programme for senior cycle in the Republic of Ireland (introduced from September 2016), generating a certain excitement about its transformative potential. Ultimately, this text sets out an optimistic framework for mainstreaming GCESD through critical teacher 'education' (as opposed to training), Continuing Professional Development (CPD) and the formulation of appropriate critical alliances. Majella McSharry, Dublin City, Policy and Practice

'The main contribution of this book is, through extensive research with over 500 respondents in the field of education (teachers, teacher educators, academics, and civil society stakeholders), the identification of a substantive lack of critical theoretical underpinnings and praxis for the various disparate global education approaches used in UK schools, and the articulation of a new path for invigorating their pedagogical foundations.' In the current political climate of conservatism - where some politicians openly advocate scrapping the UK Human Rights Act; where the national citizenship curriculum is challenged on the basis of being too global and not sufficiently focused on British citizenship; and where the cosmopolitan aspirations of the EU project are met in some quarters with calls for 'Brexit' - these lofty goals may seem rather distant. Yet they are admirable and vitally necessary for the promotion of a critically engaged social justice citizenry. Poetic licences (and protestations) notwithstanding, there is much to admire here; in particular the author is to be applauded for the sharp integration of the many theoretical strands and perspectives that flow in and out of the various 'global educations' at work in the UK over the past decade. Mejias, S. London Review of Education, Volume 14, Number 1, April 2016, pp. 158-159(2) 'Overall this book offers an insightful window into the emancipatory potential of GCESD. ... Ultimately, this text sets out an optimistic framework for mainstreaming GCESD through critical teacher 'education' (as opposed to training), Continuing Professional Development (CPD) and the formulation of appropriate critical alliances.' McSharry, M (2016) 'The Critical Global Educator: Global Citizenship Education as Sustainable Development', Policy & Practice, A Development Education Review, Vol. 22, Spring, pp. 157-160. 'However, as a whole, the theoretical strength of the work adds academic credibility and weight to the much needed call for global citizenship education as sustainable development. Thus, this book provides an insightful argument for the need to reframe the global citizenship education in a way that is emancipatory for teachers and students and can provide transformative capacity to address the global environmental, sociocultural, and political injustices in the world.' Glen Water, The Critical Global Educator: Global Citizenship Education as Sustainable Development by Maureen Ellis, Comparative Education Review 61, no. 1 (February 2017): 220-222. This book represents a theoretical and empirical contribution to an understanding of global citizenship education as sustainable development and a conceptualisation of the critical global educator...Ellis' in-depth analysis gives voice to 18 interviewees in a vivid portrayal of the critical global educator. Melina Porto, Universidad Nacional de La Plata-Conicet

`The main contribution of this book is, through extensive research with over 500 respondents in the field of education (teachers, teacher educators, academics, and civil society stakeholders), the identification of a substantive lack of critical theoretical underpinnings and praxis for the various disparate global education approaches used in UK schools, and the articulation of a new path for invigorating their pedagogical foundations.'In the current political climate of conservatism - where some politicians openly advocate scrapping the UK Human Rights Act; where the national citizenship curriculum is challenged on the basis of being too global and not sufficiently focused on British citizenship; and where the cosmopolitan aspirations of the EU project are met in some quarters with calls for `Brexit' - these lofty goals may seem rather distant. Yet they are admirable and vitally necessary for the promotion of a critically engaged social justice citizenry.Poetic licences (and protestations) notwithstanding, there is much to admire here; in particular the author is to be applauded for the sharp integration of the many theoretical strands and perspectives that flow in and out of the various `global educations' at work in the UK over the past decade. Mejias, S. London Review of Education, Volume 14, Number 1, April 2016, pp. 158-159(2) `Overall this book offers an insightful window into the emancipatory potential of GCESD. ... Ultimately, this text sets out an optimistic framework for mainstreaming GCESD through critical teacher `education' (as opposed to training), Continuing Professional Development (CPD) and the formulation of appropriate critical alliances.'McSharry, M (2016) 'The Critical Global Educator: Global Citizenship Education as Sustainable Development', Policy & Practice, A Development Education Review, Vol. 22, Spring, pp. 157-160. `However, as a whole, the theoretical strength of the work adds academic credibility and weight to the much needed call for global citizenship education as sustainable development. Thus, this book provides an insightful argument for the need to reframe the global citizenship education in a way that is emancipatory for teachers and students and can provide transformative capacity to address the global environmental, sociocultural, and political injustices in the world.'Glen Water, The Critical Global Educator: Global Citizenship Education as Sustainable Development by Maureen Ellis, Comparative Education Review 61, no. 1 (February 2017): 220-222. This book represents a theoretical and empirical contribution to an understanding of global citizenship education as sustainable development and a conceptualisation of the critical global educator...Ellis' in-depth analysis gives voice to 18 interviewees in a vivid portrayal of the critical global educator. Melina Porto, Universidad Nacional de La Plata-Conicet

Author Information

Maureen Ellis gained her PhD from the Institute of Education, University College London, UK. She is currently Senior Research Associate at University College London Institute of Education, Development Education Research Centre, UK, and an Associate Lecturer at the Open University, UK. Dr. Ellis has taught, trained teachers and undertaken consultancies in Europe, Africa, Asia, the Middle East and Australia for British publishers, universities and English language organisations, including the British Council.

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