A Systematic Conceptual Review of Global Citizenship Education Empirical Studies Between 2005 and 2015

Abstract

The broad discourse on globalization of education, which has become inevitable in recent decades (Stromquist & Monkman, 2014), has revealed that the notion of citizenship, as depicted within classrooms worldwide, has recently shifted from a focus on construction of a unitary national identity to the introduction (at least in theory) of cosmopolitan ideas (Bromley, 2009). In particular, while schools were formerly mainly entrusted with the responsibility of promoting nationalistic values in students, a greater number of schools nowadays are adopting a cosmopolitan narrative in general and global citizenship education in particular, aimed at preparing students for global competition, global problem-solving and, broadly, the changing nature of modern society (Dill, 2013; Reilly & Niens, 2014; Vidovich, 2004).