This article engages with the notion of 'post-fascism' in contemporary times, and explores how attention to the affective ideology of post-fascism can inform pedagogical thinking that cultivates an "anti-fascist sensibility" in education. It is argued that to do so, it is necessary to somehow break fascism's grip on the body and its…

Using a critical approach, I discuss the socioeconomic power impact of capitalism, neoliberalism, and globalization in the teaching of English as a foreign language (EFL) in Colombia, described as a symbolic annihilation process. I argue how these three constructs have influenced language policy-decisions making processes and classroom practices…

Scholars have long identified fostering democratic citizenship as a primary purpose of public schooling in the United States, as schools should intentionally prepare students with the knowledge and skills needed for active, informed democratic citizenship. In addition, global interconnectedness has reshaped needed civic competencies to participate…

Much attention has been given to the theory and practice of global citizenship education (GCE). In this article, drawing from an emerging body of literature that examines GCE through a postcolonial lens, we offer a Freirean critical reading of how GCE intersects with ideologies of globalization. We argue that GCE discourse privileges certain…

In this contribution, we seek to problematise not just mathematics and (global) citizenship but also the process of researching with a critical intent. We argue for a disorderly approach and use researching our participation in a European funded project -- the Project in Citizenship and Mathematics ("PiCaM") -- as an illustration of the…

This article describes how Globalization of Neoliberalism in education through International Financial Institutions like OECD and World Bank is imperialist in nature. It examines how imperialism has affected education in the heart of the empire through the organized business sector, Edubusiness, privatization and militarization. This model of…

This paper attends to a theoretical overview in process philosophy and empirical data, with the intent of providing a way forward for social justice in education. The introduction of Whitehead into the role of an educationalist questions what social justice means and how to enact it through pedagogy. The focus of thought about social justice in…

At the dawn of the 21st century--when your author, who is now an educator, was in college--the United States was the sole global superpower. But the world changed with the terrorist attacks of September 11, 2001, as well as other events that remade the world in which current students now study. As an educator, I can explain that the structure of…

Globalization continues to influence the focus, method, and pace of education across different levels. This paper draws attention to the challenges globalization poses and its impact on the individual and learning. Also, highlighting a "new school structure" based on the logical relation between transformative emancipatory learning and…

Pope Francis describes the greed-driven global economy as an idol colonising society and enforcing values contrary to the gospel. In this context, education is essential to develop the skills in critical and creative thinking needed to identify, resist, and transform the anti-gospel aspects of global capitalism. But this education must do more…

In this afterword we bring insights from the special issue into conversation with the ongoing educational challenges of imagining the world differently. To do so, we consider how global mobilities are conceptualized and materialized within three "pillars" of the architecture of modern existence: the nation-state, global capital, and…

A long recognized key element in the creation of stable nation-states has been the state's ability to socialize youth into the role of citizen. But exactly how schooling produces global citizens and which political contexts (e.g., national political systems or a world system of nations) dominate the substance of global citizenship are not well…

Increasing complexity and rapid change associated with globalization and the knowledge economy have diminished the relevance of traditional linear models of leadership. Researchers have begun to view leadership not in terms of individuals and hierarchal exchanges but as a collective influence process among members of a group to achieve shared…

Young people around the world are calling ever more urgently on policymakers to address today's global challenges of sustainability, structural inequality and social justice. So it is little surprise that learning in a global society, understanding sustainable development and being active global citizens are increasingly popular themes for…

Over the past three decades, the higher education landscape in many Asian countries has witnessed various changes, many of which have resulted from foreign influences and the interactions of local education policy discourse with neo-liberal globalisation, market forces and the demand for a market economy. This article provides nuanced insights…