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Published version of the following publication  \nMaire, Quentin (2023) Towards an historical sociology of global citizenship education policy in Australia. Compare: A Journal of Comparative and International Education. ISSN 0305-7925  \nThe publisher’s official version can be found at [https://www.tandfonline.com/doi/full/10.1080/03057925.2023.2212108](https://www.tandfonline.com/doi/full/10.1080/03057925.2023.2212108)[ ](https://www.tandfonline.com/doi/full/10.1080/03057925.2023.2212108)Note that access to this version may require subscription.  \nDownloaded from VU Research Repository [https://vuir.vu.edu.au/47834/](https://vuir.vu.edu.au/47834/)  \nCompare: A Journal of Comparative and Education  \nInternational  \nISSN: (Print) (Online) Journal [homepage: ](homepage: www.tandfonline.com/journals/ccom20)[www.tandfonline.com/journals/ccom20](homepage: www.tandfonline.com/journals/ccom20)  \nTowards an historical sociology of global citizenship education policy in Australia  \nQuentin Maire  \nTo cite this article: Quentin Maire (31 May 2023): Towards an historical sociology of global citizenship education policy in Australia, Compare: A Journal of Comparative and International  \nEducation, DOI: 10. 1080/03057925 .2023.2212108  \nTo link to this article: [https://doi.org/10.1080/03057925.2023.2212108](https://doi.org/10.1080/03057925.2023.2212108)  \n© 2023 The Author(s) . Published by Informa UK Limited, trading as Taylor & Francis Group.  \n\n|  Published online: 31 May 2023. |\n| --- |\n|  Submit your article to this journal  |\n|  Article views: 659 |\n|  View related articles  |\n|  View Crossmark data |\n\nFull Terms & Conditions of access and use can be found at [https://www.tandfonline.com/action/journalInformation?journalCode=ccom20](https://www.tandfonline.com/action/journalInformation?journalCode=ccom20)  \nCOMPARE, 2023  \n[https://doi.org/10.1080/03057925.2023.2212108](https://doi.org/10.1080/03057925.2023.2212108)  \nTowards an historical sociology of global citizenship education policy in Australia  \nQuentin Maire   \nGraduate School of Education, The University of Melbourne, Melbourne, Australia  \nABSTRACT  \n‘Global citizenship’ has gained traction as a policy objective across school systems in recent decades. It has been defined as education for the development of a sense of cosmopolitan moral virtue, planetary identification and ‘global competencies’. In this paper, I argue that historical sociology can help explain why this goal has gained prominence in citizenship education policy since the late twentieth century. Focussing on the Australian case, I propose an analytical model where changes in citizenship education policy for schools are articulated to concurrent transformations of nationstate citizenship within a shifting international conjuncture. This approach reveals that the rise of neoliberal statecraft and the diffusion of human rights discourses since the 1970s are pertinent analytical coordinates to make sense of the growing presence of global citizenship within government policy agendas for schools. The Australian case illustrates the relevance of historical sociology to make sense of contemporary education policy.  \nARTICLE HISTORY  \nReceived 18 March 2022 Accepted 28 March 2023  \nKEYWORDS  \nGlobal citizenship education; neoliberalism; human rights; citizenship; historical sociology  \nIntroduction  \nGlobal citizenship education (GCE) has increasingly become part of citizenship education agendas internationally. This particular variety of citizenship education has been promoted by nation-state educational authorities (Davies et al. 2018; Petrovic and Kuntz 2014), international and local non-government organisations (Hartung 2017; Maire 2020), and higher education providers alike (Friedman 2018; Engel and Siczek 2018) . Despite a growing body of research internationally, however, few studies to date have explored how this k","cbCaiuTrxeJXnF2o","https://ap.wps.com/l/cbCaiuTrxeJXnF2o","pdf",1105015,21,"English","# Introduction\n## Global citizenship education in international policy agendas\n## Historical sociology as a framework for policy analysis","[{\"question\":\"How does the paper define global citizenship education as a policy goal?\",\"answer\":\"It describes ‘global citizenship’ as education for cosmopolitan moral virtue, planetary identification, and ‘global competencies’ embedded in citizenship education policy.\"},{\"question\":\"Why does the author use historical sociology to explain the rise of global citizenship education policy?\",\"answer\":\"The paper argues that historical sociology helps analyse the social conditions for policy emergence and diffusion through temporal comparisons.\"},{\"question\":\"What does the Australia-focused model connect global citizenship education policy to?\",\"answer\":\"It links changes in citizenship education policy for schools to concurrent transformations of nation-state citizenship within a shifting international conjuncture.\"}]","Towards an historical sociology of global citizenship education policy in Australia | PDF",53]