Massimiliano Tarozzi and Carlos Alberto Torres offer a critical reading of citizenship and multiculturalism within a rapidly globalizing educational landscape. This is an important work, one that will contribute to the way scholars and students come to understand the various forces on this contested terrain. Their sharp focus on global inequities that are ironically transacted in schools, particularly in the global North, raises big questions about how we live in the spirit of global citizenship amidst the inherited and perpetuated injustices of our time.William Gaudelli, Associate Professor of Social Studies and Education, Teachers College, Columbia University, USAIn this provocative book, Massimiliano Tarozzi and Carlos Alberto Torres pose a stark question. With rising political and cultural violence, increased religious and ethnic cleansing and tribalism, and the pressures of governance by global capitalism, how can we contemplate, design, and implement a system of global citizenship based upon equity, universal participation and respect for all? At the center of their answer is Global Citizenship Education (GCE), a key strategy for change.Henry Levin, William H Kilpatrick Professor of Economics and Education, Teachers College, Columbia University, USA

The notion of global citizenship education (GCE) has emerged in the international education discourse in the context of the United Nations Education First Initiative that cites developing global citizens as one of its goals. In this book, the authors argue that GCE offers a new educational perspective for making sense of the existing dilemmas of multiculturalism and national citizenship deficits in diverse societies, taking into account equality, human rights and social justice. The authors explore how teaching and research may be implemented relating to the notion of global citizenship and discuss the intersections between the framework of GCE and multiculturalism. They address the three main topics which affect education in multicultural societies and in a globalized world, and which represent unsolved dilemmas: the issue of diversity in relation to creating citizens, the issue of equality and social justice in democratic societies, and the tension between the global and the local in a globalized world. Through a comparative study of the two prevailing approaches - intercultural education within the European Union and multicultural education in the United States - the authors seek what can be learned from each model. Global Citizenship Education and the Crises of Multiculturalismoffers not only a unifying theoretical framework but also a set of policy recommendations aiming to link the two approaches.