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the notion of ‘global citizenship’, however, remains very broad, if not contested, and consequently difficult to operationalize in education. there are two possible reasons for this. firstly, it is unclear whether the very notion of ‘global citizenship’ is a metaphor, a contradiction of terms, or an oxymoron (davies, 2006). what does ‘global citizenship’ possibly imply both from a legal perspective, as well as from that of collective identity, sense of belonging, and civic engagement? secondly, when applied to education, the notion of ‘global citizenship’ implies a certain degree of confusion. is ‘global citizenship education’ (or ‘education for global citizenship’) merely an expression of a fundamental purpose of education systems? does it also refer to a broad area