Given the seemingly ever-increasing scholarly production about the ideas and ideals of global citizenship education (GCE), it is not surprising those discussions started to gain influence in teacher education (TE) debates. In this study, we examine the discourses that tacitly shape the meanings of GCE within the contemporary academic literature on TE. After analyzing the peer-reviewed scholarship published from 2003 to 2018, we identified patterns in how GCE for TE was described and defended, beyond the differences in their conceptual frameworks. The dominant trend found is to frame GCE as a redemptive educational solution to global problems. This framing requires teachers to embrace a redemptive narrative following a model of rationality based on altruistic, hyperrationalized and overly romanticized ideals. Ultimately, TE literature contributes to the configuration of an excessively naïve discourse that tends to ignore the neoliberal context in which both GCE and TE take place today.

The recent rise of authoritarian populism, fueled by the spread of digital hate speech and the preeminence of emotions in the political arena, has not aroused much interest among educational researchers. In response to this gap in the literature, the authors of the present article aim to provide an overview of the educational implications of the recent wave of authoritarian populism by interviewing a group of experts on democratic citizenship education from various countries and backgrounds. The dialogue resulting from their responses helps to move forward the educational debate on how schools can deal with the emotions and hate speech that motivate support for authoritarian populisms.

Over the last two decades, online safety education has emerged as a new field of research focusing on concerns about a myriad of cyber risks. These risks range from online sexual exploitation through to the reproduction of social inequalities. The main assumption underlying this field is that online risks can be mitigated via educational interventions, and significant discrepancies can be observed between the proposed approaches to online safety education. In this article, we develop an analytical model based on prevalent concepts of digital citizenship and narratives of technologies to identify four different approaches to online safety education in the academic literature; that is, safeguarding, equipping, empowering and resisting. Each of these approaches draws on different assumptions on what constitutes as ‘online risk’ and ‘digital education’. Through a systematic literature review, we analyse 75 journal articles and examine the approaches to online safety education that these studies adopt. Our analysis reveals a dominance of approaches that adopt limited concepts of digital citizenship and acritical views of technology. Context and implications: This article provides an analytical framework that transposes concepts of digital citizenship with narratives of technology. This framework is used to identify approaches towards online safety education in the literature. The review found a problematic dominance of acritical views of digital citizenship and technology, which overlook the socio‐political contexts and implications of online safety education. As this framework considers a broader and more politically situated range of online risks (from cyberbullying and digital exclusion through to discriminatory design and the tyranny of algorithms) and educational solutions (i.e., safeguarding, equipping, empowering and resisting), it serves to enrich current debates about ‘digital risks’ and has the potential to assist policymakers, researchers and educators to make critically informed decisions regarding online safety education.

Over the last few months, the sociological experiment generated by lockdowns has triggered a plethora of educational debates and research publications. However, the care work enacted by teachers has rarely been at the core of these analyses. As other scholars have previously highlighted, caring in teaching requires not only ‘love’ but also ‘labour’. This means that it entails emotional, social, material and political costs, which are often unacknowledged or devalued. In this study, we delve into the experiences of a small group of caring teachers in Spain to explore the nature and effect of their care work during lockdown. Despite decades of feminist studies showing the value of care work, the stories of the teachers interviewed show the lack of recognition of caring in teaching. The article concludes with a call to problematise the idea of caring in teaching as a labour of love.

The COVID-19 pandemic has created unprecedented conditions in all areas of social life and as the suspension of schooling became “the new normal,” numerous experts and opinion-makers rushed to voice their recommendations to governments and educational organizations for normalizing schooling operations. In light of this worldwide crisis, we re-evaluate proposals to expand the model of Global Citizenship Education (GCE) that have received increasing attention and support from both international organizations, governments, and scholars. In this article, we argue that the predominately redemptive nature of GCE models and proposals since the mid-1990s cannot handle global problems associated with the current pandemic such as the restriction of citizen’s privacy rights or the strengthening of exclusionary nationalistic messaging. Instead, more realistic models of GCE are needed. This paper concludes with new questions to strengthen the debate and alternatives for imagining a non-redemptive and more realistic GCE. Keywords: Global Citizenship Education. COVID-19 pandemic. Redemptive pedagogies. La pandemia del Covid 19 ha creado condiciones sin precedentes en todas las áreas de la vida. A medida que la suspensión de las actividades escolares se ha convertido en "la nueva normalidad", numerosos expertos y formadores de opinión se han apresurado a lanzar sus recomendaciones a gobiernos y organizaciones educativas para normalizar las operaciones escolares. En este contexto novedoso, analizamos las propuestas para expandir el modelo de Educación para la Ciudadanía Global (ECG) que está siendo cada vez más apoyada por organizaciones internacionales, gobiernos y académicos. En este artículo, sostenemos que la orientación redentora que los modelos y propuestas de ECG han desarrollado en las últimas décadas resulta muy limitada para entender y resolver problemas actuales como la restricción de derechos de privacidad de la ciudadanía o el fortalecimiento de los nacionalismos excluyentes. En cambio, se necesitan modelos más realistas de ECG. Este documento concluye con nuevas preguntas para robustecer el debate y las alternativas para imaginar una ECG realista y no redentora. Palabras clave: Educación para la ciudadanía global. Pandemia de Covid-19. Pedagogía redentora. The COVID-19 pandemic has created unprecedented conditions in all areas of social life and as the suspension of schooling became “the new normal,” numerous experts and opinion-makers rushed to voice their recommendations to governments and educational organizations for normalizing schooling operations. In light of this worldwide crisis, we re-evaluate proposals to expand the model of Global Citizenship Education (GCE) that have received increasing attention and support from both international organizations, governments, and scholars. In this article, we argue that the predominately redemptive nature of GCE models and proposals since the mid-1990s cannot handle global problems associated with the current pandemic such as the restriction of citizen’s privacy rights or the strengthening of exclusionary nationalistic messaging. Instead, more realistic models of GCE are needed. This paper concludes with new questions to strengthen the debate and alternatives for imagining a non-redemptive and more realistic GCE. Keywords: Global Citizenship Education. COVID-19 pandemic. Redemptive pedagogies.

Although education for democratic citizenship has long been a powerful rationale for social studies education, researchers still report a significant gap between this purpose and what is really taught in classrooms. Explanations of this phenomenon vary, but literature on citizenship education (CE) research has largely interpreted this gap as a result of (preservice) teachers’ political worldviews or lack of civic experiences. Other evidence, however, suggests that teacher socialization processes generate conventions about what is necessary, possible, and reasonable in CE that go beyond teachers’ political views and behaviors. This mixed-method study, developed at a Spanish university, aims to explore the understandings of CE shared by preservice teachers with different political ideologies and levels of civic engagement. The findings of this study have deep implications for teacher education courses aimed at fostering CE and the curricular inclusion of current social issues.