This article employs postcolonial perspectives to examine the possibilities and limitations of drawing on Pan-African ideas to establish practices and meanings for global citizenship education at an elite secondary school in Ghana. In this examination, the authors explore the ways in which the school’s interventions to reinforce sameness/unity produce different understandings of global citizenship between students from different social class backgrounds. The article addresses how the school attempts to dissociate students from their native cultures for the purpose of teaching them (...) the ways of knowing and doing necessary to live and work/study in the West. The authors illustrate the ways in which the lessons students are being taught about what it means to be a global citizen reinscribe hegemonic discourse through Pan-African rhetoric. The article concludes by calling for alternative forms of global citizenship education that emphasize critical consciousness. (shrink)

This collection of groundbreaking studies breaks with the tradition of gauging inequality by looking 'down' at at-risk or poverty-disadvantaged schools and shifts the gaze of inquiry 'up' toward the experiences of privilege in educational environments characterized by wealth and the abundance of material resources.

How can teachers bridge the gap between their commitments to social justice and their day to day practice? This is the question author Adam Howard asked as he began teaching at an elite private school and the question that led him to conduct a six-year study on affluent schooling. Unfamiliar with the educational landscape of privilege and abundance, he began exploring the burning questions he had as a teacher on the _lessons _affluent students are taught in schooling about their place (...) in the world, their relationships with others, and who they are. Grounded in an extensive ethnographic account, _Learning Privilege _examines the concept of privilege itself and the cultural and social processes in schooling that reinforce and regenerate privilege. Howard explores what educators, students and families at elite schools value most in education and how these values guide ways of knowing and doing that both create high standards for their educational programs and reinforce privilege as a collective identity. This book illustrates the ways that affluent students construct their own privilege,not, fundamentally, as what they _have_, but, rather, as _who they are_. (shrink)