Abstract
In attempting to develop approaches to fostering in young people greater participation in civic society, both nationally and internationally, educators and those with an interest and commitment to citizenship education face enormous challenges. Educators are working within contexts where the politicization of the curriculum and the promotion of simple solutions to complex global problems have the potential not to promote democratic participation but to undermine it. This paper explores the development of a multidimensional approach to citizenship education as a way of reclaiming a sense of community, nationally and internationally. Against the background of the terrorist attack on the USA in September 2001, the paper presents findings from three international studies on citizenship education which lead to the presentation of a model for multidimensional citizenship which challenges narrow, nationalistic approaches to dealing with global issues and suggests that what is necessary is an approach to citizenship education which offers the potential to solve global problems.