Towards an historical sociology of global citizenship education policy in Australia

‘Global citizenship’ has gained traction as a policy objective across school systems in recent decades. It been defined education for the development of sense cosmopolitan moral virtue, planetary identification and ‘global competencies’. In this paper, I argue that historical sociology can help explain why goal prominence citizenship since late twentieth century. Focussing on Australian case, propose an analytical model where changes schools are articulated to concurrent transformations nation-state within shifting international conjuncture. This approach reveals rise neoliberal statecraft diffusion human rights discourses 1970s pertinent coordinates make growing presence global government agendas schools. The case illustrates relevance contemporary policy.