Global citizenship education: An educational theory of the common good?

What is it about?

Carlos Alberto Torres and Emiliano Bosio present a dialogue as pedagogical tool for discussion that invites educators to reflect critically on the possible origins and implications of GCE discourses they are exposed to. It is designed with the intent to contribute toward the possibility of imagining a “yet-to-come” post-colonial, critical-transformative, and value-creating GCE-curriculum beyond a Westernized, market-oriented and apolitical practices toward a more sustainable paradigm based on principles of mutuality and reciprocity, or as Torres calls it in this discussion “el buen vivir”—a concept that portrays a way of acting in society that is community-centric, ecologically balanced, and culturally sensitive, in the ongoing construction of a more just and peaceful world.

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Why is it important?

It is designed with the intent to contribute toward the possibility of imagining a “yet-to-come” post-colonial, critical-transformative, and value-creating GCE-curriculum beyond a Westernized, market-oriented and apolitical practices toward a more sustainable paradigm based on principles of mutuality and reciprocity, or as Torres calls it in this discussion “el buen vivir”—a concept that portrays a way of acting in society that is community-centric, ecologically balanced, and culturally sensitive, in the ongoing construction of a more just and peaceful world.

Perspectives