Preliminary Material / Ali A. Abdi , Lynette Shultz and Thashika Pillay -- Decolonizing Global Citizenship / Ali A. Abdi , Lynette Shultz and Thashika Pillay -- Decolonizing Global Citizenship Education / Ali A. Abdi -- Ubuntu, Indigeneity, and an Ethic for Decolonizing Global Citizenship / Dalene M. Swanson -- Global Citizenship Education / Tram Truong Anh Nguyen -- Evil in Citizenship Education / Cathryn Van Kessel and Kent Den Heyer -- Decentring the Myth of Canadian Multiculturalism / Thashika Pillay -- Motherhood as a Counter-Hegemonic Reading of Citizenship and Agency / Adeela Arshad-Ayaz and M. Ayaz Naseem -- Facing Academic Minders, the Instruments of Institutional Interference in Higher Education / Toni Samek -- Global Citizenship or International Trade? / Lynette Shultz -- The OECD Neoliberal Governance / Chouaib el Bouhali -- Reclaiming the Citizen and Renouncing Citizenship / Wisam Abdul-Jabbar -- North-South Partnerships in Canadian Higher Education / Allyson Larkin -- Solidarity Movements and Decolonization / Donna M. Chovanec , Naomi Gordon , Misty Underwood , Saima Butt and Ruby Smith Díaz -- Whose Knowledge is Transmitted through Public Education in Africa? / Morongwa B. Masemula -- 21st Century Learners / Vessela Balinska-Ourdeva -- Decolonizing Alberta’s Educational Policies to Make Possible the Integration of Refugee Youth Learners / Neda Asadi -- Virtual Learning Environments’ Contributions to the Processes of Decoloniality of Being, Knowing and Knowledge Production / Lia Scholze and Renata Brandini -- Global Citizenship Education Otherwise / Vanessa De Oliveira Andreotti -- Contributors / Ali A. Abdi , Lynette Shultz and Thashika Pillay -- Index / Ali A. Abdi , Lynette Shultz and Thashika Pillay.

The ideas for this reader came out of a conference organized through the Centre for Global Citizenship Education and Research (CGCER) at the University of Alberta in 2013. With the high expansion of global citizenship education scholarship in the past 15 or so years, and with most of this scholarship produced in the west and mostly focused on the citizenship lives of people in the so-called developing world, or selectively attempting to explain the contexts of marginalized populations in the west, the need for multidirectional and decolonizing knowledge and research perspectives should be clear. Indeed, the discursive as well as the practical constructions of current global citizenship education research cannot fulfill the general promise of learning and teaching programs as social development platforms unless the voices of all concerned are heard and validated. With these realities, this reader is topically comprehensive and timely, and should constitute an important intervention in our efforts to create and sustain more inclusive and liberating platforms of knowledge and learning.

Description based on print version record.