The limits of education for global citizenship and for SDG 4
This paper presents a portion of a larger research project on the concept of global citizenship in light of international educational transfer processes. The overarching research examines debates on citizenship (global, national, plurinational, regional, political, intercultural, among others) that reveal diverse conceptions. Interest in education for global citizenship has led to various approaches that have promoted content such as: the integration of national and global citizenship in school education, the development of specific competencies, and the dissemination of multidimensional citizenship (personal, social, spatial, temporal). In this particular case, the ideological and theoretical assumptions found in the multitude of initiatives that fall under the umbrella of global education are discussed. Specifically, the idea of global citizenship as part of the Sustainable Development Goals is questioned, as it suggests an idealistic risk. This can be seen in the distance between the theoretical vision of educational competencies that would have a global scope and the pragmatic dimension in concrete scenarios in present-day Western countries.
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