Schools promoting global citizenship: analysis of practices awarded by the national award of Development Education in Cantabria (North of Spain)

Abstract

Research on Global Citizenship Education (GCE) has shown that although its theoretical focus has great critical and transformative potential, this is not always reflected in educational practices. This article analyses GCE practices in Spanish schools from a qualitative research approach. Teachers from five schools from Cantabria were selected due to having received the Development Education national award. The analysis carried out facilitates dialogue between international and national research which has been evolving based on the “generations approach” of Development Education. The results identify a diversity of practices and approaches and highlight the need for further research in order to truly explore their transformative potential.