Story, transformation and global citizenship education: a narrative and hopeful approach to pedagogy

In an era defined by global interdependence, a polycrisis and urgent social-ecological challenges, education must move beyond the transmission of decontextualised knowledge towards the cultivation of critical, compassionate and globally minded citizens. This article argues for the intentional integration of story, transformative learning and critical global citizenship education as a pedagogical triad, with the profound potential to foster deep personal and social change. Moving past instrumental or neoliberal interpretations of global citizenship education, I draw on narrative theory, postcolonial critique and transformative learning frameworks to position storytelling not as a mere tool, but as a fundamental way of knowing and a catalyst for critical consciousness. I examine how narrative pedagogies can facilitate critical reflection, intercultural empathy, ethical ‘unlearning’ and the imaginative capacity to envision alternative futures. Through an analysis of frameworks, I advocate for a narrative pedagogy that is politically aware, epistemologically humble and oriented towards hopeful praxis. Ultimately, I contend that embedding critical storytelling within global citizenship education is essential for nurturing learners who can meaningfully, ethically and collectively participate in co-shaping a more just and sustainable world.