If global citizenship education (GCE) is to become a pedagogical approach, it must recognize the embedded moral responsibilities contained in its presumptive domains. I propose a theoretical pedagogy that acknowledges the moral dimensions of GCE wherein the process is what matters, not a pre-identification of values that should be accepted as transmitted. This process of public education is grounded in cosmopolitan educational philosophy and articulated through a process called moral agonism, which is employed as a means to engage and create social bonds that allow for the public communication and construction of conceptions of the good, both political and moral. Its theoretical framework is grounded in cosmopolitanism and in Arendt's conceptions of natality, thinking, and public action as moral action, which lend civic action a moral imperative, and Mouffe's model for politics as agonism that facilitates the inevitable manifestations of political and moral plurality.