Abstract:
PURPOSE: In this study, we explore students’ views and experiences in relation to
education about, through, and for human rights, peace, and sustainability in the global
north and south. We investigate what students after nine years of schooling see as
DESIGN: We use a survey designed in line with theories of global citizenship education. Using a
mixed methods approach, we analyse responses from 672 upper secondary school students,
aged 16–19, in England, India, New Zealand, South Africa, and Sweden.
FINDINGS: We find that students in different contexts may experience global citizenship education
very differently, even if they are all part of a global community with guidelines from UNESCO.
Dimensions of human rights education, peace education, and education for sustainable development are evident in both the global north and south; yet, students in European contexts,
namely in Sweden and England, for instance, appear to be taking away very different learnings.
Overall, while students across the national samples have knowledge about human rights, peace,
and sustainability, they seem to struggle to identify activities for human rights, peace, and
sustainability. We find a vernacularisation of GCE, highlighting a diversity of methods and cultural
contexts linked to students’ experiences from education.
RESEARCH LIMITATIONS: This study is limited to a few schools in selected countries; thus, our
findings may not be generalisable on a national or global level.
PRACTICAL IMPLICATION: Students across our diverse sample highlight the importance of education
to promote global goals. Findings indicate that more focus on education for global citizenship is
necessary if schooling is to work in line with international recommendations. Similarities and
differences in students’ knowledge and understanding about peace, human rights, and
sustainability call for differentiated and localised approaches in attempts to reach common and
shared goals.
central issues and productive actions linked to key elements of global citizenship
education (GCE) to better understand the complexity of GCE in theory and practice.
