Building on a combination of different conceptualisations of “the transnational” in education, this contribution interrogates the transformative potential of Global Citizenship Education (GCE) and the extent to which it can be seen as part of a wider transnationalisation process. We address this question through an analytical strategy that brings together neo-institutional approaches to educational diffusion (Ramirez, & Meyer, 2002), the concept of transnational educational spaces (Adick, 2005; Hornberg, 2010), and an emic approach to GCE (Szakács-Behling, Riggan, & Akar, 2020). Empirically we draw on examples from our research in/to schooling beyond the confines of nation-states, namely the transnational network of Eco-schools and the supranational system of Schola Europaea that we examine with the help of two perspectives (meso-, and micro-). A third lens, the macro-perspective, exemplified by the work of UNESCO in the field of GCE, serves as a key context for meso- and micro-level developments. Taken together these viewpoints offer complementary insights into the question of the transnational(ising) transformation of schooling and aims at the further development of this research field.

Keywords
Global Citizenship Education (GCE), transnationalisation, Eco-Schools, Schola Europaea