ABSTRACT
Jones and Perreras argue that global citizenship as a pedagogy is often carried out in international schools and institutions that are founded upon power, privilege, and colonialism. While actions, projects, and discussions can come from a well-intentioned place, tackling global issues often results in superficiality or a means of moral decoration to boost its image in society. Trapped in a system of capitalism, actions and behaviors of schools often become contradictory when discussed through a critical lens. Building awareness of historical contexts and systems of oppression can lead to discomfort, yet without this awareness avoidance and denial become patterns that perpetuate these issues. This chapter discusses various perspectives of these lived discomforts and paradoxes within schools and institutions with ideas for working with rather than against them. The chapter also explores the necessity of humility, honesty, and vulnerability in order to truly tackle these issues. A global citizenship pedagogy cannot be kept comfortable, predictable, or controlled if systemic change is intended.
