Abstract
ABSTRACT Framed by critical global citizenship education (GCE), the study focused on secondary school teachers’ practices of GCE and explored the position of GCE in conflict-affected South Korea. The findings demonstrate the nexus of constraint and possibility of GCE in South Korea, highlighting how the country’s history of division and ongoing, intractable conflict and its geopolitical and ideological rhetoric influence and complicate teachers’ attempts to implement GCE. The study calls for a deeper, more contextualized, and sustained consideration of the conditions of GCE, especially in fragile and vulnerable societies that continue to experience conflict, war, and hostility.
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