Teaching for , as and of Global Citizenship and the question of education

Predominant orientations to teaching Global Citizenship Education (GCE) in international schools often represent two approaches that we refer to as teaching for and teaching as global citizenship. These approaches risk instrumentalisation, functioning more like training or formation than education. Given the ambivalences and contestations surrounding globalisation within the current conjuncture of the polycrisis, we argue that a third approach – teaching of global citizenship – better represents the critical role of education (i.e. the E of GCE). This third approach does not assume the outcome of GCE but instead embraces what Biesta has called the beautiful risk of education, which includes a deliberate openness to an education without guarantees. Ultimately, we do not advocate for the outright rejection of teaching for and teaching as global citizenship, but instead emphasise teaching of global citizenship as an educative orientation suitable for the current conjuncture in the history of globalisation and GCE.