Global citizenship education in Korean higher education: moving beyond transformative calls to praxes

This study reviews existing literature to critically explore the under-examined aspect of Global Citizenship Education (GCE) in Korean Higher Education (HE), using Nancy Fraser's 3Rs model for social justice - redistribution, recognition, and representation. This research fills the gap by providing a critical analysis of social justice in GCE within HE, making theoretical contributions through the 3Rs framework to future analyses of GCE, and offering transformative suggestions for praxis. This paper seeks to study whether GCE in Korean HE is fostering social justice (or not) and explores some pedagogical approaches. The two guiding questions for this study are: Does GCE in Korean HE work toward social justice? What are the key pedagogical approaches for social justice-oriented GCE in HE? The findings highlight a paradox between policy aspirations and practical implementation in Korean HE where universities are challenged to balance economic competitiveness with the development of socially conscious global citizens. These further contribute to generating better practices and theorizations for transformative possibilities in comparative and international higher education.