Epistemological dimensions of integrating critical global citizenship in teacher education: A case for a holistic approach to GCE through the Body, Mind, and Soul

Drawing upon a five-year critical reflexive autoethnographic study, this article proposes that student comprehension of critical global citizenship education (GCE) perspectives in teacher education hinges heavily on the disciplinary frameworks of the courses in which critical GCE is integrated. Courses that use pedagogies of international education and place-based education often apply experiential epistemologies of the Body; teaching through the Socratic method and using critical pedagogies are frequently based on cognitive epistemologies of the Mind, and courses that draw upon methods of developmentally appropriate practice and culturally responsive pedagogy commonly rely upon relational epistemologies of the Soul. Applied separately, these epistemological foundations may produce imbalanced perspectives on critical GCE; thus, the article describes how teacher education might holistically incorporate critical GCE to learn such complex concepts through Body, Mind, and Soul.