Education for global citizenship

possibilities from the response-ability concept

Abstract

This work proposes a discussion on the topic of Education for Global Citizenship (ECG) based on the concept of response-ability used by Ilan Gur-ze’ev and later articulated by Donna Haraway. In this work, we question to what extent this response-ability perspective is a possible basis for responding critically to the sphere of morality in the constitution of global citizenship. The study explores such concepts from a perspective guided by the idea of “global citizen”, which has supported educational and curricular policies for some decades, especially in the Global North, although it encompasses different meanings. We instrumentalize possible responses to emerging questions and criticisms by comparing engagement with the problem proposed by Haraway, in order to promote, in the subjects, the ability to respond to multiple contemporary issues.