Global Citizenship Education in English pedagogy: reflecting on decisions and discomfort

This study examines the integration of Global Citizenship Education (GCE) into English pedagogy within initial teacher education in Ireland by employing a collaborative self-study methodology to explore how one teacher educator designed and implemented a learning-unit focused on social justice issues in a module involving five pre-service teachers. Findings reveal that English pedagogy serves as a powerful medium for introducing GCE, promoting critical thinking, empathy and social awareness among PSTs. However, challenges emerged, including limited prior knowledge of GCE, managing discomfort associated with sensitive topics and navigating institutional constraints. The study highlights the interplay between the teacher educator’s reflective practices, pedagogical choices and the students’ experiences, demonstrating how GCE and a pedagogy of discomfort can deepen critical engagement in English teaching while balancing ethical responsibility and supportive learning. It offers valuable insights for teacher educators integrating GCE into subject-specific curricula, while also contributing to the broader discourse on GCE.