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This paper calls for the acknowledgement and institutionalization of an ethic of care into the education of decision-making processes for pre-service teachers. The impetus for this paper came from the author's experiences with teaching a mandatory ethics and law course for pre-service teachers. Over the course of their teaching and as expounded upon in this paper, the authors illustrate how the course goals, aims, objectives and readings ignore discussions on gender in the teaching profession. Using a critical feminist policy analysis, the authors analyze the ethical perspectives taught in the required textbooks. Findings suggest that the absence of the "ethic of care" perpetuates a gender regime and teaching as "women's work" while ignoring ethical perspectives founded outside of the rational male perspectives. This notion of mandating an ethic of care into the teaching of ethics for pre-service teachers is our attempt to address issues of power and privilege by pointing to a gap in the curriculum of university ethics courses.

The COVID-19 pandemic resulted in a drastic transformation to schooling for students throughout the world. During this period, a number of issues arose in our local, national and global communities, including the death of George Floyd and subsequent protests and rallies organised by #BlackLivesMatter. Living through and witnessing many social issues, coupled with the new and enduring pandemic, furthered our understandings of how young people were engaging with these topics without the structures of schools to support them. This article presents the results of a case study where youth aged 15–17 years shared their experiences and understandings about many social justice issues they were observing. The most significant learning around these issues for youth occurred informally through social media as opposed to in the classroom, reinforcing that schools are not ethical spaces from which to challenge institutional, structural and systemic barriers to justice. As such, this article discusses the potential for formal education to be transformed into an ethical and decolonising space to learn about and challenge injustice.

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Youth from every continent used online tools to exchange ideas, debate alternatives, and create a document that represents their voice on the relationship education should have with global citizenship: the International Youth White Paper on Global Citizenship. This paper applies de Sousa Santos’ sociology of absences and emergences to trace the ways in which the White Paper extends—and limits—decolonial thought in relation to global citizenship education. Through document analysis of the White Paper, we note particularly the students’ emphasis on a decolonial and processual notion of relationality that challenges current neoliberal notions of the global community and instead is oriented toward justice. Further, the students connect political resistance to epistemological resistance, asserting that diverse ways of being, knowing, and seeing are necessary to ensuring those who are marginalized are included in the decision making processes that affect their lives.

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