|Author(s)||Smart, S. & Hutchings, M.|
|Editor||A. Ross & P. Cunningham, Reflecting on Identities: Research, Practice and Innovation|
Schools in England are being encouraged to develop a global dimension in the curriculum to develop pupils as global citizens. This paper presents data from school leaders, teachers, pupils and governors in eight English primary and secondary schools where the headteacher or deputy headteacher had just undertaken a three-month placement in an African school. It illustrates how different conceptions of global citizenship were used in schools, and how, in some cases, they came into conflict. The predominantly negative perceptions of Africa held by pupils are presented, and the role of education for global citizenship in the perpetuation of negative stereotypes and patronising attitudes is examined. An approach that aims to create critical, autonomous citizens is advocated.