Postcolonial Perspectives Book Review

The body of writing on global citizenship education (GCE) has grown considerably over the last decade or so.However, many researching the topic would agree that the field is in need of critical scholarship that engages theoretically with its complex and contested nature.The recent book Postcolonial Perspectives on Global Citizenship Education (2012), edited by Vanessa de Oliveira Andreotti and Lynn Mario T. M. de Souza, makes an important and long-overdue contribution to the small, but emerging body of literature that critiques existing under-theorized notions of global citizenship education and provides ideas for how we might rethink pedagogical work in this field.Readers of the Canadian and International Education journal will be interested in this collection not only because it is timely, related to issues and topics explored previously in this journal, but also that almost half of the authors are past or present members of the Comparative and International Education Society of Canada.In this way, the book is an acknowledgement of the contributions of many Canadians to the emerging body of critical theoretical literature on GCE.The book is divided into 3 sections.In the first, the authors engage in theoretical analyses of GCE and the benefits and limitations of using postcolonial theory as a tool of analysis.The second section consists of chapters that critique GCE initiatives, including Western development work, study abroad, international education, and the 'Make Poverty History' campaign.In the final section of the book, the authors turn their attention to re-conceptualizing global citizenship education "otherwise", providing examples of what a reconstructed GCE based on principles of reflexivity, mutual learning, and openness in our encounters with the 'Other' might look like.In the first part of the book, the authors engage explicitly with postcolonial theory as an alternative framework to theorize global citizenship education in light of the spread of neo-liberal economic reforms.Some of the authors draw explicitly on classical post-colonial theorists such as Fanon, Memmi, and Said.Others cast their post-positivist net more widely and engage with socio-cultural theorists such as Appiah, Appuradai, Bhabha, Spivak, and Žižek.A couple of authors even attempt to bring together post-colonial theorizing with critical pedagogy as Stevenson does in his rereading of Frantz

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