Linking global citizenship education and critical pedagogy: Women's leadership and power.

This article focuses on global citizenship education (GCE) as a global social justice practice, emphasizing a gendered and intersectional approach through critical pedagogy (CP) to foster learner-centred education. It presents CP as a method that cultivates self-awareness, critical inquiry, and empowerment by positioning learners as co-designers of their educational experience, thereby challenging traditional power dynamics and enabling new perspectives on leadership, particularly women's leadership. A case study of a university course on women, culture, and leadership involving diverse international students illustrates how CP facilitates identity exploration, agency development, and reimagining of self, society, power, and purposeful leadership within GCE. The findings highlight the importance of safe, dialogic learning spaces that support unlearning and relearning processes, enabling students to critically engage with gender, culture, and power to become active global citizens and social change agents.