1. E NABLING REQUIREMENTS FOR GLOBAL CITIZENSHIP EDUCATION Clarification: of the theoretical framework for global citizenship education. Remove ambiguities. Bare essentials: Economic citizenship cannot be accomplished without bare essentials, including the right to a job, education, medical care, housing, retraining over the course of life. Principles: Respect for human rights, social justice education, planetarian citizenship for sustainability, migration and diversity, cognitive democracy, enhancing the proliferation of public spheres, school reform promoting global citizenship education Agents: international system, NGO’s, social movements, federal governments, local or regional governments, school systems, non-formal education systems. Teaching methods and curriculum that facilitate global citizenship education, including new models of teaching social justice education and peace education. Institutional recognition of the topic in the school systems.

2. M ISSING LINKS IN THE CURRENT STATUS AND PRACTICE OF GLOBAL CITIZENSHIP EDUCATION Resources 1. H uman Rights: nationalism as domestic citizenship versus human rights as universal citizenship. 2. Tension between globalism and social justice 3. Planetarian citizenship or social justice for the planet (sustainable environments) 4.Migration (shows one of the main limitations of human rights) 5.Knowledge society: Cognitive Democracy (social, intellectual, ethics, aesthetics, emotional citizenship)

3. P RIORITY TASKS TO UNDERTAKE AT THE NATIONAL AND GLOBAL LEVELS Understanding education not only as a ritual of initiation. The educational experience is in and by itself citizenship education because it is a political experience. The politics of schooling should understand the dialectics of the global and the local in identity formation. Promote education as cognitive democracy, that is as knowledge experience, as emotional experience, as ethical experience and as political experience not exclusively as human capital training. Reclaiming the concept of the ‘public’ in public schooling geared towards the public good. Social justice education as a global goal for a cosmopolitan global citizenship. Education for all should include higher education as a central component of citizenship building. Universitas as universal citizenship. Adult education and lifelong learning should promote a multicultural critical media literacy. There is a very important role of UNESCO in this area. Hybrid cultures identities and diasporic citizenship should be recognized as the trademark of the current process of globalization. Migration is in the DNA of human beings.

4. T ENSIONS, CONTRADICTIONS AND CONUNDRUMS 1- Similarities and differences between: Global Education, Civic Education; Global Citizenship Education, Planetarian Citizenship. 2 -Citizenship and Globalization: Multiple Globalizations [neoliberal globalization; anti-globalization; hybrid cultures; human rights; war against terrorism/terrorist model. 3- Framework versus Emerging Perspectives (measurement issues; Metrics). UNESCO as an agitator, the legacy of UNESCO. 4- Dilemma of Liberal Democracies? From Subject to National State Citizenship to Global Citizenship. 5- What is the value added of Global Citizenship [tension with nationalism and with religious fundamentalism] 6- Decoupling Human Rights Politics from Imperialism [.Golf War 1991; former Yugoslavia wars, Serbo-Croata, Bosnia, Kosovo, Servia and Montenegro, Ruanda? Afghanistan, Syria? 7- Paradigmatic change of the discourse in education 8 - The role of life long learning as opposed to classroom base instruction.

5. T ENSIONS, CONTRADICTIONS AND CONUNDRUMS (II) 9- Democratic tensions? Liberal Democracy; Participative Democracy, Delegational Democracy; Virtual Democracy? 10- Partnership with Social Movements (a new social compact?) The Citizenship Debt of Social Movements 11 -Spectacle Democracies (Guy Debord, 1967) The Society of Spectacle 12 -Ownership by the people? 13- Individual Rights versus Cultural Rights 14- What can and cannot be reconciled? [linguistic differences; epistemological differences; religious differences; community ownership differences; differential impacts of the model of the state and welfare; glocalization 15.- Democratic State

6. T ENSIONS, CONTRADICTIONS AND CONUNDRUMS (III) 16 -Can we really teach competencies for being a good global citizen able to compete globally and simultaneously teach competences for global solidarity? 17 -Contextual intersubjectivity (contextual inter regionalities). The importance of self reflection. 18.- Non cognitive outcomes.