Guerrillas or missionaries? Teachers addressing controversial topics of global citizenship education under unfavourable conditions

Abstract

ABSTRACT This paper focuses on teaching global citizenship education (GCE) under unfavourable socio-political conditions. It is argued that GCE requires discussion of controversial topics; however, in some contexts it may be challenging. Using data from qualitative focus groups with 16 teachers from Poland, this study examines what topics are considered controversial in Poland; what are the contextual obstacles for teaching GCE; why teachers continue to address controversial GCE topics; and what strategies they employ. A thematic analysis led to the following conclusions: (a) GCE is seen as a blend of acceptable and unacceptable topics; (b) despite difficulties, teachers continue to incorporate GCE driven by their inner motivation and a strong sense of mission; (c) teachers developed several strategies helping them to ‘smuggle’ even controversial topics into their teaching. Combining the modus operandi of missionaries and guerrillas, they are able to help students become global citizens. That is why we call their attitudes part-guerrilla, part-missionary.