From Local to Plural Locality: Reconceptualizing Global Citizenship Education in Thailand and Asean

This article examines the reconceptualization of Global Citizenship Education (GCE) within Thailand and the ASEAN context, advocating for a transformative and critical approach. It argues that current ASEAN curriculum initiatives, while ambitious, often adopt a content-oriented approach that fails to adequately promote critical thinking or recognize diverse identities. Drawing on Andreotti’s framework (2006, 2011) of soft versus critical GCE, the article proposes a shift towards a more reflexive, power-aware, and solidarity-focused educational model. The study explores four interconnected themes: evolving concepts of citizenship, the importance of plural locality in fostering global perspectives, curriculum inquiry approaches for GCE implementation, and the role of teacher agency. By integrating place-based education principles with critical GCE frameworks, the article suggests strategies for balancing local identities with global awareness. It critically examines the challenges and opportunities in implementing such approaches across the diverse ASEAN region, including the need to decolonize educational discourses and empower teachers as agents of change. The article concludes that effective GCE in Thailand and ASEAN requires a delicate balance between regional coherence and local adaptation, emphasizing the importance of context-sensitive strategies that respect cultural diversity while working towards shared educational goals. This approach not only enhances the effectiveness of GCE but also contributes to broader goals of ASEAN integration and global citizenship.