Critical global citizenship education for transnational youth: Advancing justice and activism and promoting reciprocal learning

Abstract

As the numbers of transnational youth who preserve ongoing relationships and fluid senses of belonging spanning multiple countries increase, scholars have emphasized making learning more culturally and linguistically relevant for this population. However, little attention has been paid to the need for cultivating critical consciousness among transnational youth. Theoretically framed by critical global citizenship education (GCE), this qualitative case study explores the way secondary teachers in South Korea utilize GCE to leverage their transnational students' multifaceted experiences, knowledge, and belonging while creating more justice-oriented and transformative learning opportunities for the class. By shedding light on the teachers’ specific and distinctive pedagogical actions and lesson strategies, this study will provide implications for teacher education and GCE for transnational youth in this increasingly diverse and globalized world.