GLOBAL CITIZENSHIP EDUCATION FROM THE MARGINS: INSIGHTS FROM YOUTHREACH AND ALTERNATIVE EDUCATION IN IRELAND

Global citizenship education (GCE) is well established in mainstream schools, but its role in Ireland’s Youthreach and alternative education settings is less explored. Youthreach is a state-supported programme that re-engages early school leavers through flexible, learner-centred and accredited education pathways, while alternative education settings provide holistic, relationship-based learning environments outside mainstream schooling for marginalised young people. This article presents findings from a study conducted within WorldWise Global Schools, Irish Aid’s national programme for GCE in post-primary schools. The study explores how five educators across three Youthreach centres and one alternative setting conceptualise and enact GCE within their respective settings. Two key themes emerged. First, educators viewed GCE as a transformative process grounded in empathy, interdependence, and critical awareness. Their own experiences of exclusion strongly shaped their commitment to fostering learners’ agency and critical consciousness. Second, GCE was enacted through experiential, cross-curricular practices such as climate activism, ethical consumption projects, restorative circles, and creative subject integration. Small class sizes, strong relationships, and supportive leadership enabled these approaches, creating inclusive spaces where learners’ voices were central. Challenges included inconsistent attendance, limited resources suitable for Youthreach and alternative education settings, and the emotional demands of engaging with global issues. Overall, the study highlights Youthreach and alternative education settings as unique and powerful contexts for meaningful GCE, demonstrating how global themes can be authentically connected to learners’ lived experiences. It also suggests that experiences from alternative education settings may contribute to broader reflections on pedagogical approaches within mainstream education, alongside ongoing considerations around leadership and resourcing for GCE.