Abstract
ABSTRACTWhat is involved in encouraging learners to think critically about the state of the world? And what may be required to make it more just and sustainable? This article answers these questions by focusing on global political economy, governance and citizenship. It draws on critical theories relating to network society, global deliberative democracy, reflexive modernisation and global citizenship education, to show how geography teachers might respond to the concerns of contemporary youth. Readers are encouraged to consider the contested discourses surrounding global citizenship education and recognise the limitations of curriculum guidance offered by the Global Learning Programme.
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