Fostering Global Citizenship in Teacher Education: Evidence from SADC Countries

This edited collection explores how pre- and in-service teachers engage with global citizenship education (GCE) in selected Southern African Development Community (SADC) countries. Drawing on research from Botswana, Malawi, Namibia and Zimbabwe, it examines teachers' understandings of GCE, their readiness to teach it and the implications for classroom practice. Each chapter offers recommendations for reforms to enable a more practical and responsive approach to GCE. The volume will appeal to academics and students working in teacher education, GCE, curriculum studies and international and comparative education.