This qualitative case study examined the beliefs and practice of two teachers in an international school in order to inform debates about the potential of education for critical, transnational, and multiple citizenship. Data from interviews and observations indicated that teachers conceptualized and taught citizenship in ways that reflected the fluid and evolving nature of civic identity, rights, and obligations. However, the teachers noted challenges in linking their students' daily civic experiences and academic programs, and reconciling the school's civic ethos with the wider, nation-centric discursive practices of citizenship in the United States.
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