Karen Pashby
Biographic Data
| ID | 4420773 |
|---|---|
| NAME | Karen Pashby |
| GIVEN NAMES | Karen |
| FAMILY NAME | Pashby |
| SIGNATURE | PASHBY K |
| AFFILIATIONS | Manchester Metropolitan University |
| ORCID | 0000-0002-9967-8262 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 119 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Resisting solutionism and apathy: Productive tensions in Nordic global citizenship education
Nordic exceptionalism conveys a perception of innocence whereby Nordic states are exemplary in regard to justice, as exemplary states, including a strong dedication in education to action competence around sustainable development. Yet, Nordic countries are embedded in, not outside, longstanding global power inequalities. This necessitates a critically reflective approach to global citizenship education (GCE). This paper explores corresponding ten…
Insufficient and inadequate democracy? Exploring coloniality and possibilities for the teaching of slavery in Europe
In the context of calls to decolonise education in European contexts, this paper draws on coloniality-based critiques of Eurocentric modernity to take up the links between democracy, slavery, and colonialism in education.Starting from the position that modernity requires epistemological support to sustain racism and white supremacy in European democracies, we read coloniality-based critiques of democracy with empirical literature about the teachi…
Global citizenship as taken-for-grantedness: Reflecting on Swedish students’ trip to Tanzania
Swedish students regularly take part in school partnership trips to Tanzania. Yet, little research looks at the extent to which these trips support global learning. This paper is interested in the discourses that enable and constrain ethical relationality in these educative encounters. It considers existing research on global citizenship education and school partnerships in relation to decolonial engagements then analyses interview data with four…
Linking digital, visual, and civic literacy in an era of mis/disinformation: Canadian teachers reflect on using the Questioning Images tool
The spread of mis- and dis-information during elections creates an opportunity and an imperative to cultivate and develop critical civic literacy with young people. Leading up to the 2019 Canadian federal election, researchers worked with Canadian non-governmental organisation (NGO) CIVIX to translate research on visual media literacy into an innovative and timely teaching resource: Questioning Images. This paper explores what teachers’ responses…
Interfaces of critical global citizenship education in research about secondary schools in ‘global North’ contexts
This article extends and expands a nuanced unpacking of conceptualisations of critical global citizenship education (GCE) in typologies of GCE (Pashby, K., M. da Costa, S. Stein, and V. Andreotti. [2020]. “A meta-review of typologies of global citizenship education.” Comparative Education 56 (2): 144–164.). It finds approaches to critical GCE can be described in broad terms that conflate quite distinct agendas; critiqued as unpragmatic, idealisti…
Mobilising global citizenship education for alternative futures in challenging times: An introduction
This article introduces the Special Issue ‘Mobilising Global Citizenship Education for Alternative Futures in Challenging Times’. Our call for papers was inspired by the 10th anniversary of a 2011 special issue on the political economy of global citizenship education (GCE) edited by Vanessa Andreotti. In this introduction, we review the main aims of this follow-up collection, noting the proliferation of scholarship on the topic of GCE and calls f…
Delinking global issues in northern Europe classrooms
This article builds from scholarship in Environmental Education Research (EER) and Critical Global Citizenship Education calling for more explicit attention to how teaching global issues is embedded in the colonial matrix of power. We also consider the extent to which recent calls in EER for explicit attention to coloniality connect to discussions about posthuman thinking through a shared critical reading of modernity. We argue that ethical appro…
A meta-review of typologies of global citizenship education
This paper reports on a reflexive exercise contributing a meta-mapping of typologies of GCE and supplementary analysis of that mapping. Applying a heuristic of three main discursive orientations reflected in much of the literature on GCE – neoliberal, liberal, and critical – and their interfaces, we created a social cartography of how nine journal articles categorise GCE. We found the greatest confluence within the neoliberal, greatest number wit…
Ethical internationalisation in higher education: Interfaces with international development and sustainability
This analysis is situated within a larger project focusing on ethics and internationalisation in higher education. Internationalisation is occurring at a fast pace and encompasses overlapping and contradictory aims largely framed by market imperatives. At the same time, institutions of higher education increasingly promote sustainability. We use a framework informed by decolonial theories to map different orientations of internationalism at the i…
Conflations, possibilities, and foreclosures: Global citizenship education in a multicultural context
This paper presents a critical framework applied to findings from a critical discourse analysis of curriculum and lesson plans in Alberta to examine the assumption that Canada is an ideal place for global citizenship education. The analysis draws on a framework that presents a critique of modernity to recognize a conflation within calls for new approaches to educating citizens for the twenty-first century. A main finding is that although the Albe…
Cultivating global citizens: Planting new seeds or pruning the perennials? Looking for the citizen-subject in global citizenship education theory
This paper engages with a selection of scholarly writing in English that was published in the last decade and written from particular liberal democratic contexts (predominantly the UK, the USA, and Canada). The literature diagnoses the need for a more complex theory of citizenship education and theorises schooling for citizenship in a global orientation. The analysis calls for more explicit attention to the assumptions about the citizen subject s…
A meta-review of typologies of global citizenship education
This paper reports on a reflexive exercise contributing a meta-mapping of typologies of GCE and supplementary analysis of that mapping. Applying a heuristic of three main discursive orientations reflected in much of the literature on GCE – neoliberal, liberal, and critical – and their interfaces, we created a social cartography of how nine journal articles categorise GCE. We found the greatest confluence within the neoliberal, greatest number wit…
Cultivating global citizens: Planting new seeds or pruning the perennials? Looking for the citizen-subject in global citizenship education theory
This paper engages with a selection of scholarly writing in English that was published in the last decade and written from particular liberal democratic contexts (predominantly the UK, the USA, and Canada). The literature diagnoses the need for a more complex theory of citizenship education and theorises schooling for citizenship in a global orientation. The analysis calls for more explicit attention to the assumptions about the citizen subject s…
Conflations, possibilities, and foreclosures: Global citizenship education in a multicultural context
This paper presents a critical framework applied to findings from a critical discourse analysis of curriculum and lesson plans in Alberta to examine the assumption that Canada is an ideal place for global citizenship education. The analysis draws on a framework that presents a critique of modernity to recognize a conflation within calls for new approaches to educating citizens for the twenty-first century. A main finding is that although the Albe…
Interfaces of critical global citizenship education in research about secondary schools in ‘global North’ contexts
This article extends and expands a nuanced unpacking of conceptualisations of critical global citizenship education (GCE) in typologies of GCE (Pashby, K., M. da Costa, S. Stein, and V. Andreotti. [2020]. “A meta-review of typologies of global citizenship education.” Comparative Education 56 (2): 144–164.). It finds approaches to critical GCE can be described in broad terms that conflate quite distinct agendas; critiqued as unpragmatic, idealisti…
Ethical internationalisation in higher education: Interfaces with international development and sustainability
This analysis is situated within a larger project focusing on ethics and internationalisation in higher education. Internationalisation is occurring at a fast pace and encompasses overlapping and contradictory aims largely framed by market imperatives. At the same time, institutions of higher education increasingly promote sustainability. We use a framework informed by decolonial theories to map different orientations of internationalism at the i…
Mobilising global citizenship education for alternative futures in challenging times: An introduction
This article introduces the Special Issue ‘Mobilising Global Citizenship Education for Alternative Futures in Challenging Times’. Our call for papers was inspired by the 10th anniversary of a 2011 special issue on the political economy of global citizenship education (GCE) edited by Vanessa Andreotti. In this introduction, we review the main aims of this follow-up collection, noting the proliferation of scholarship on the topic of GCE and calls f…
Cultivating global citizens: Planting new seeds or pruning the perennials? Looking for the citizen-subject in global citizenship education theory
This paper engages with a selection of scholarly writing in English that was published in the last decade and written from particular liberal democratic contexts (predominantly the UK, the USA, and Canada). The literature diagnoses the need for a more complex theory of citizenship education and theorises schooling for citizenship in a global orientation. The analysis calls for more explicit attention to the assumptions about the citizen subject s…
Conflations, possibilities, and foreclosures: Global citizenship education in a multicultural context
This paper presents a critical framework applied to findings from a critical discourse analysis of curriculum and lesson plans in Alberta to examine the assumption that Canada is an ideal place for global citizenship education. The analysis draws on a framework that presents a critique of modernity to recognize a conflation within calls for new approaches to educating citizens for the twenty-first century. A main finding is that although the Albe…
Ethical internationalisation in higher education: Interfaces with international development and sustainability
This analysis is situated within a larger project focusing on ethics and internationalisation in higher education. Internationalisation is occurring at a fast pace and encompasses overlapping and contradictory aims largely framed by market imperatives. At the same time, institutions of higher education increasingly promote sustainability. We use a framework informed by decolonial theories to map different orientations of internationalism at the i…
Delinking global issues in northern Europe classrooms
This article builds from scholarship in Environmental Education Research (EER) and Critical Global Citizenship Education calling for more explicit attention to how teaching global issues is embedded in the colonial matrix of power. We also consider the extent to which recent calls in EER for explicit attention to coloniality connect to discussions about posthuman thinking through a shared critical reading of modernity. We argue that ethical appro…
A meta-review of typologies of global citizenship education
This paper reports on a reflexive exercise contributing a meta-mapping of typologies of GCE and supplementary analysis of that mapping. Applying a heuristic of three main discursive orientations reflected in much of the literature on GCE – neoliberal, liberal, and critical – and their interfaces, we created a social cartography of how nine journal articles categorise GCE. We found the greatest confluence within the neoliberal, greatest number wit…
Interfaces of critical global citizenship education in research about secondary schools in ‘global North’ contexts
This article extends and expands a nuanced unpacking of conceptualisations of critical global citizenship education (GCE) in typologies of GCE (Pashby, K., M. da Costa, S. Stein, and V. Andreotti. [2020]. “A meta-review of typologies of global citizenship education.” Comparative Education 56 (2): 144–164.). It finds approaches to critical GCE can be described in broad terms that conflate quite distinct agendas; critiqued as unpragmatic, idealisti…
Mobilising global citizenship education for alternative futures in challenging times: An introduction
This article introduces the Special Issue ‘Mobilising Global Citizenship Education for Alternative Futures in Challenging Times’. Our call for papers was inspired by the 10th anniversary of a 2011 special issue on the political economy of global citizenship education (GCE) edited by Vanessa Andreotti. In this introduction, we review the main aims of this follow-up collection, noting the proliferation of scholarship on the topic of GCE and calls f…
Linking digital, visual, and civic literacy in an era of mis/disinformation: Canadian teachers reflect on using the Questioning Images tool
The spread of mis- and dis-information during elections creates an opportunity and an imperative to cultivate and develop critical civic literacy with young people. Leading up to the 2019 Canadian federal election, researchers worked with Canadian non-governmental organisation (NGO) CIVIX to translate research on visual media literacy into an innovative and timely teaching resource: Questioning Images. This paper explores what teachers’ responses…
Insufficient and inadequate democracy? Exploring coloniality and possibilities for the teaching of slavery in Europe
In the context of calls to decolonise education in European contexts, this paper draws on coloniality-based critiques of Eurocentric modernity to take up the links between democracy, slavery, and colonialism in education.Starting from the position that modernity requires epistemological support to sustain racism and white supremacy in European democracies, we read coloniality-based critiques of democracy with empirical literature about the teachi…
Global citizenship as taken-for-grantedness: Reflecting on Swedish students’ trip to Tanzania
Swedish students regularly take part in school partnership trips to Tanzania. Yet, little research looks at the extent to which these trips support global learning. This paper is interested in the discourses that enable and constrain ethical relationality in these educative encounters. It considers existing research on global citizenship education and school partnerships in relation to decolonial engagements then analyses interview data with four…
Resisting solutionism and apathy: Productive tensions in Nordic global citizenship education
Nordic exceptionalism conveys a perception of innocence whereby Nordic states are exemplary in regard to justice, as exemplary states, including a strong dedication in education to action competence around sustainable development. Yet, Nordic countries are embedded in, not outside, longstanding global power inequalities. This necessitates a critically reflective approach to global citizenship education (GCE). This paper explores corresponding ten…
Global Education and Multiculturalism (10 works) · Law (10 works) · Political science (10 works) · Sociology (10 works) · Citizenship (8 works) · Global Educational Policies and Reforms (8 works) · Law (7 works) · Politics (7 works) · Epistemology (6 works) · Global Citizenship Education (6 works)