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Reimagines global citizenship education by taking a relational approach, offering educators and scholars new frameworks to navigate complexity and foster meaningful learning experiences.
In an era of increasing polarization and complexity, The World in Us challenges conventional approaches to global citizenship education by offering a generative, critical framework for teaching and learning. Nicholas R. D. Palmer argues that true global engagement must move toward constructive, relational, and transformative action. Drawing on a diverse range of perspectives—including Australian Indigenous thought, the philosophy of Simone Weil, and Palmer's own teaching experience—the book introduces a host of empirically grounded concepts to rethink how we navigate global interconnection. With a balance of theory and practice, Palmer provides educators with practical tools to foster meaningful, inclusive, and contextually grounded global learning experiences. The World in Us is essential reading for scholars, educators, and policymakers seeking to bridge divisions in the field, the classroom, and the wider world.
"A very welcome, highly readable addition to the budding literature on global citizenship education as emerging from, rather than grafted onto, existing educational practices. Palmer intertwines theoretical insights with vivid examples from his own practice as an international educator and research, bringing concepts to life and rendering them practicable. The World in Us skillfully bridges the gap between normative and empirical approaches that unfortunately still marks the field of GCE in its current form."— Simona Szakács-Behling, author of Europe in the Classroom: World Culture and Nation-Building in Post-Socialist Romania
Nicholas R. D. Palmer lectures at the Melbourne Graduate School of Education, University of Melbourne, and Federation University, Australia.
Preface
Acknowledgments
Introduction
1. Disentangling Horizons: The SCALE Heuristic for Global Citizenship Education
2. Refracting Splinters of Light: The Idiosyncratic and Allosyncratic Divide
3. The Voices of Moyjil: An Interwoven Conception of Lifeworld
4. Between Worlds: Thresholds, Dünya, and Becoming in Azerbaijan
5. Making Space, Making Place: The Search for a Generative Ethic in Teaching and Learning
6. Teachers as Conceptual Architects: Co-Creating Global Agendas in the Classroom
7. Cracks in the Blue Sky: Simone Weil, Skepticism, and Critical Cosmopolitanism
8. Being a Constructivist Grounded Theorist: Reflections on Methodology and Change
Epilogue
Glossary
References
Index