Abstract

This interview with Professor Carlos Alberto Torres explores the ethical and pedagogical tensions shaping contemporary Global Citizenship Education (GCED). Moving between fine woodworking, dialogic writing and Freirean critical pedagogy, Torres uses the metaphor of slowness to reflect on academic labour, the value of practice, and the pressures of academic labour. He highlights both the promise and the limitations of GCED: its Western genealogies, its potentially elitist character, and the challenge of balancing access with quality. Rather than proposing a new theoretical model, Torres extends existing critical traditions by foregrounding material practice, intercultural perspectives such as sumak kawsay and Ubuntu, and the everyday actions through which global responsibility is formed.