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This empirical exploration examines two case studies involving secondary school students’ involvement in global education. The paper begins with brief discussions of three related concepts (global/citizenship education, study abroad, and international service learning), followed by a description of the case studies and an analysis of our empirical findings. We conclude with some comment on the possible connections between our findings and the ongoing tensions between advocates of explicitly critical/transformative pedagogy, as compared to those favouring a liberal academic perspective – suggesting that, in some circumstances at least, there may be more similarities than differences in outcomes for individual students relating to their critical thinking and social awareness. Resume Cette exploration empirique examine deux etudes de cas portant sur l’engagement d’eleves du secondaire a l’education mondiale. Ce document commence par de breves discussions des trois concepts connexes (education globale / a la citoyennete, etudes a l’etranger, et apprentissage par le service internationale), suivi par une description des etudes de cas et une analyse de nos resultats empiriques. Nous concluons avec quelques commentaires sur les connexions possibles entre nos trouvailles et les tensions continuelles entre les defenseurs d’une pedagogie explicitement critique/transformative, compares a ceux favorisant une perspective academique liberale, suggerant que, dans certaines circonstances tout au moins, il peut y avoir plus de similarites que de differences dans les resultats pour les etudiants concernant leur pensee critique et leur conscience sociale.

Challenging Problematic Dichotomies: Bridging the Gap Between Critical Pedagogy and Liberal Academic Approaches to Global Education