This article explores conceptualisations of global citizenship and global citizenship education and questions whether a lack of clarity impacts global citizenship education in Aotearoa New Zealand. Drawing attention to the multiplicity of meanings associated with these phenomena, it argues that the lack of consensus surrounding the notion of…

Children's citizenship in early childhood education and care is the root of democracy, equity, and sustainability. In Aotearoa New Zealand, "Te Whariki" has a strong aspiration for children as competent and active citizens. Early childhood settings are sites where children may have opportunities to act as powerful citizens. Employing…

In response to growing attention to young children's citizenship, and recent calls for critique of Western discourses and practices, we explore the movement of Western 'pioneering' pedagogies of early childhood education (ECE) and their localisation in Aotearoa New Zealand. Employing a poststructural positioning, and theoretical devices drawn from…

This article takes as its focus the doing of pedagogic affect. We are not so much concerned with what pedagogic affect "is" as what it "does" and how it might do more. We revisit Spinozist concepts of affect, as taken up by Deleuze and Braidotti, in the context of affirmative ethics. Bringing assemblage thinking together with…

In this discussion of global citizenship education (GCED) in Aotearoa, I will be drawing upon my experiences teaching in international education, teaching the "New Zealand Curriculum," and my research in the field of citizenship-and social-justice education in Aotearoa New Zealand. I advocate approaching GCED as part of a broader…

Global citizenship (GC) is becoming increasingly significant as a desirable graduate attribute in the context of increasing globalisation and cultural diversity. However, both the means and ends of GC education are influenced by a divergent range of conceptualizations. The aim of this research project was to investigate preservice teachers'…

We explored how academic departments, university teachers and students in one research-led university in New Zealand identified and addressed challenges in achieving three particular graduate attributes. These attributes (global perspective, environmental literacy and those aspect of ethics that involve personal social responsibility) are…

The notion of teaching social studies through inquiry is far from a new development. With the publication of the "College, Career, and Civic Life (C3) Framework: Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History," however, there is arguably a greater emphasis on inquiry in K-12 social studies education…

A priority toward creating "active" citizens has been a feature of curricula reforms in many income-rich nations in recent years. However, the normative, one-size-fits-all conceptions of citizenship often presented within such curricula obscure the significant differences in how some young people experience and express citizenship. This…

The heightened focus on "active" citizenship in New Zealand's current curriculum (Ministry of Education, 2007) mirrors a pattern observed in many nation's curricula in the past decade. The scale of active citizenship in this curriculum includes an expectation that students will participate in local and national communities but also…

This paper reports on an investigation carried out in New Zealand into experienced elementary and student teachers' beliefs about the nature and purpose of social studies education. Since its inclusion in New Zealand's curriculum, social studies has been organized around the notion of citizenship education with curricula and programmes of work…