Comparative Global Citizenship Education: A Critical Literature Analysis

Abstract

Over the past two decades, a wide range of research literature emerged in the field of Comparative and International Education (cie) engaging in comparing Global Citizenship Education between nations. However, there is scant analysis that explores the research trends and findings in those comparative inquiries focusing on the theorizing and implementation of gce in different national contexts. Through a systematic review of 12 research papers drawing from major cie journals and relevant databases, the current inquiry will assist the international community of cie in understanding the contribution and limitation of this important body of research, and its implications for future comparative studies on gce. The analysis shows that the comparison reference in the existing literature on comparative gce tends to be curriculum documents and frameworks while underrating the experiences and perceptions of individuals involved in the teaching and learning process. Moreover, the national settings where the comparative inquiries of gce were conducted are highly limited in scope, mostly the developed countries in West Europe, East Asia, or North America. This trend limits the possibility to decolonize and transform cie scholarship, which could be reversed with inclusion of new and diverse perspectives and knowledge in future gce research.