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Drawing on data from a teacher education program in Northern Europe, this article presents a response to Pashby and da Costa’s (2021) call for educators in the ‘global North’ to remain reflexive in their praxis in order to challenge ‘universalizing western frames’ in Global Citizenship Education. Based on a workshop with pre-service teachers on the topic of productive conflict through the lens of one agonistic pedagogical strategy, the paper examines student-teachers’ responses to questions of how classroom discussion based on this approach functions to make space for the experience of difficult knowledge, while seeking complexity over linear, solutions-centered thinking. Although agonistic pedagogical approaches and engagement with the concept of difficult knowledge can open opportunities for students to engage critically with GCE, the article concludes with a reflection on Hajir’s (2023) ‘paradox of decoloniality’ and its challenges for GCE teaching and teacher education programs.
Debra Williams-Gualandi (Fri,) studied this question.