Global citizenship education as a reflexive dialogic pedagogy.

This article investigates how five senior educators in Japan perceive and implement global citizenship education (GCE) as a reflexive dialogic pedagogy within the undergraduate course "Dialogues on Global Citizenship Education." Reflexive dialogic GCE is defined by three interrelated dimensions—reflexive dialogue, praxis, and critical consciousness—rooted in Freirean critical pedagogy, aiming to foster students' critical awareness of social inequalities and commitment to social justice. The educators identified five key pedagogical outcomes of this approach: fostering conviction in common values, developing intellectual humility, nurturing appreciation of "Otherness," advancing multiple perspectives, and enhancing understanding of immigration's complex dynamics. The article proposes a tri-dimensional reflexive dialogic GCE framework to guide implementation in Japanese and international higher education contexts, emphasizing ethical engagement, critical reflection, and transformative action on global and local issues.