Pedagogy of problematisation: Global citizenship education through study tours and immersions for learners from backgrounds of privilege

Overseas immersions and study tours continue to be powerful transformative and learning opportunities for global citizenship education (GCE), especially for learners who come from backgrounds of privilege. While there has been a lot of examination of the experience from the perspective of the learners, there is a gap in the literature with regards to the learning, and the inherent tensions involved for educators who lead these immersions and study tours. This chapter aims to explore these learning tensions and the opportunities they offer for educators committed to utilising study tours or immersions for GCE, in particular for learners from backgrounds of privilege. Through sharing our own experiences, reflections and our exploration of the literature, we will propose a pedagogy that will allow us as educators to continue to explore these tensions through what we have called a pedagogy of problematisation.