Teachers’ insights from an ethics of care programme aimed at promoting global citizenship education in the classroom

Abstract

This research aims to identify critical insights highlighted by teachers who participated in a Global Citizenship Education (GCE) program based on the ethics of care. Using a care approach, we analyse the data using grounded theory and a broad theoretical framework that draws from ecofeminism, global citizenship, and education. In terms of educational practice, GCE, with a care approach, must focus on three dimensions: the role of teachers, the educational system, and group management. Care is the engine of educational practice from where the adoption of a critical GCE approach develops competencies such as creativity, dialogue, and empathy that promote global justice.