Intro
Foreword
References
Contents
Contributors
1 Introduction
Abstract
References
2 The Educator in Global Citizenship Education: Centering Context and Enabling Being
Abstract
2.1 Introduction
2.2 Locating Ourselves: Making the (Often) Invisible, Visible
2.3 Introducing Ourselves as Authors and Educators
2.4 Identity Work for GCE Educators
2.5 Part One: Why Context Matters for Global Citizenship Education
2.5.1 Contesting Global Citizenship
2.6 Positioning Global Citizenship Education

2.7 Contextualising the UCT Global Citizenship Programme (GCP)
2.8 Part Two: Global Citizenship Education in Practice: Why Context Matters
2.8.1 2010 To Mid-2015: Genesis of UCT GCP
2.8.2 Mid-2015 to Mid-2019: Rupture and Maturation of UCT GCP
2.8.3 Mid-2019 to Present: A New Team and Covid-19-A Point of Reflection on Practice
2.9 Relational Engagement and Care in the 'Emergency Remote Teaching' Context
2.10 Creativity and New Opportunities for Thinking About GCE
2.11 Part Three: The GCE Educator-Pedagogy, Practice, and Purpose

2.11.1 Pathways to Entering the GCE Space-Our Individual Journeys
2.12 Our Pedagogical Orientations and Practices-Positioning Ourselves as Educators
2.13 Part Four: Enabling Being-A Reimagined Future for GCE Pedagogy and Practice
2.13.1 Situating and Enabling Being in GCE
2.13.2 Implications for GCE Educators
2.14 Conclusion: Envisioning a Future for Global Citizenship Education-A Paradigm Shift and Questioning Purpose
References
3 Beyond Borders: Employing Empathic Global Citizenship as a Framework for Enhancing Critical Community Engagement
Abstract
3.1 Introduction

3.2 Higher Education Institutions as Drivers of Global Citizenship
3.3 Empathic Global Citizenship: A Theoretical and Practical Framework for Enhancing Critical Community Engagement
3.3.1 The Empathy Component
3.3.2 The Global Citizenship Component
3.4 Leveraging Place, Context, and Resources
3.4.1 The Borderland Institution with a 21st Century Demographic
3.4.2 Integrative Community Engagement
3.4.3 Vignettes of Engagement in Action
3.5 Conclusion and Future Directions
References

4 Creating a Fourth Space for Social Impact Collaborations Across Boundaries: Active Project-Based Learning and Internships for GC Education
Abstract
4.1 Introduction
4.1.1 Background
4.1.1.1 Service Learning and Wise Practice in WIL
4.1.1.2 Co-creation and Ethical Decision-Making
4.1.1.3 Structuring Experiences for Impact
4.2 Creating a Hybridized Fourth Space for the Fourth Industrial Revolution
4.3 Methodology
4.4 Data Collection
4.4.1 Experience Design
4.4.2 Designing Inclusive Online Service Learning Experiences with Impact