This article extends existing theoretical perspectives to present a continuum of global citizenship education that can be applied to explore the practice and outcomes of transformative Work-Integrated Learning (WIL) experiences encompassing service-learning. It draws data from three WIL case studies across the disciplines of Business, Social Work and Education to explore how this continuum elucidates understanding of studentsâ€™ engagement with and reflection on critical and transformative notions of global citizenship. Using critical service-learning theory that positions students as agents of their own transformation, the authors found that global citizenship can be conceptualized as a multifaceted process of becoming underpinned by the development of student agency, rather than a linear destination of â€˜knowingâ€™. We provide examples of this agency while also considering the complexities in and for transformative learning for global citizenship.
|Journal||International Journal of Work-Integrated Learning|
|Publication status||Published - 2021|