Transnational youth’s understanding of global citizenship education

Abstract

ABSTRACT Qualitative data show that school types, migration trajectories, and intersecting identities influence how transnational youth in the U.S. understand global citizenship education (GCE). Two immigrant youth with less socioeconomic privilege attending a newcomer school take a critical GCE approach. In contrast, two more privileged students who reside in the U.S. temporarily and attend private schools take a liberal and neoliberal approach. However, all participants prioritise place-based interactions, which conflicts with GCE’s lofty goals. This study suggests students may be offered uneven GCE, and that curricular goals must be clarified and GCE made more equally available to all.