This review essay engages critically with Heikki Patomäki's The Political Economy of Global Security: War, Future Crises, and Changes in Global Governance. The book is built around the hypothesis that the current ‘era of Neoliberalism’ shares many similarities to the era of the ‘new imperialism’ of the late nineteenth century, ending, catastrophically, in World War I and the Great Depression. Patomäki undertakes this comparison by focusing on the principal long-term historical processes, structures, tendencies and contradictions that may be responsible for (...) the similarities between these two eras. To do so Patomäki constructs an explanatory model of the underlying causal processes and mechanisms involved. The implications are ominous and urgent. The essay uses a close examination of this exemplary case of critical realism in social science to discuss critically its historical explanations, the comparative analysis it makes, and especially the question of agency as theorised in the author's ‘future scenarios’. (shrink)

This article discusses, principally from an English perspective, globalisation, global citizenship and two forms of education relevant to those developments (global education and citizenship education). We describe what citizenship has meant inside one nation state and ask what citizenship means, and could mean, in a globalising world. By comparing the natures of citizenship education and global education, as experienced principally in England during, approximately, the last three decades, we seek to develop a clearer understanding of what has been done and (...) what might be done in the future in order to develop education for global citizenship. We suggest that up to this point there have been significant differences between the characterisations that have been developed for global education and citizenship education. These differences are revealed through an examination of three areas: focus and origins; the attitude of the government and significant others; and the adoption of pedagogical approaches. We suggest that it would be useful to look beyond old barriers that have separated citizenship education and global education and to form a new global citizenship education. Their separation has in the past only perpetuated the old understandings of citizenship and constructed a constrained view of global education. (shrink)

ABSTRACT: This article discusses, principally from an English perspective, globalisation, global citizenship and two forms of education relevant to those developments (global education and citizenship education). We describe what citizenship has meant inside one nation state and ask what citizenship means, and could mean, in a globalising world. By comparing the natures of citizenship education and global education, as experienced principally in England during, approxim-ately, the last three decades, we seek to develop a clearer understanding of what has been done (...) and what might be done in the future in order to develop education for global citizenship. We suggest that up to this point there have been significant differences between the characterisations that have been developed for global education and citizenship education. These differences are revealed through an examination of three areas: focus and origins; the attitude of the government and significant others; and the adoption of pedagogical approaches. We suggest that it would be useful to look beyond old barriers that have separated citizenship education and global education and to form a new global citizenship education. Their separation has in the past only perpetuated the old understandings of citizenship and constructed a constrained view of global education. (shrink)