This article challenges three predominant narratives on educational globalization--"educational restructuring," "educational institutionalism," and "educational multilateralism"--and shows how they have largely failed to propose alternatives to the neoliberal order. I connect two disparate literatures--on educational globalization and anti-globalization social movements--to argue that the alternative globalization movement performs global citizenship education through critical pedagogy, cognitive justice, and decolonizing methodologies. To arrive at a multi-layered model of citizenship, what is needed is not only critical pedagogy, but a fundamental critique of the cognitive injustice inherent within the hegemonic neoliberal ideology by re-asserting the diversity of value systems and restoring subjugated knowledges through alternative methodologies. Drawing upon my participant observation at the 2003 anti-G8 Summit in France and anti-World Trade Organization meeting in Mexico, as well as the fourth World Social Forum in India, I propose a new research program on global educational justice. (Contains 2 tables and 17 notes.)