Producing Global Locality among Elite Female Students: A Constructivist Grounded Theory of Global Citizenship Education in Pakistan
DOI:
https://doi.org/10.62843/jrsr/2025.4d150Keywords:
Global Citizenship Education, Constructivist Grounded Theory, Elite Schools, Production of Locality, Punjab, Pakistan, Privileged Subjectivity, Educational CapitalAbstract
This study examines how Global Citizenship Education in elite schools in Punjab, Pakistan, creates locality as an exclusive social formation. Semi-structured interviews were conducted using Constructivist Grounded Theory and held on Zoom, with 30 female participants. Theoretical analysis identified three theoretical perspectives: Crafting Distinction through Global Pedagogies, Negotiating Bounded Cosmopolitanism, and Sustaining Elite Locality through Educational Capital. The results indicate that GCE is not a universalising project but a context-generative process that creates a particular kind of local subject, the elite Pakistani, who is both global and simultaneously very different from non-elite local audiences. This process leads to what Appadurai refers to as a privileged neighbourhood, which depends on global discourses to uphold local hierarchies. From a theoretical perspective, it can be deduced that citizenship education under elite conditions serves as a form of boundary-making labour that is effective in creating exclusive kinds of locality in the name of global inclusivity.
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