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This study uses the Aristotelian notion of phronesis as a critical lens for examining how global citizenship education is prefigured in the Scottish Curriculum for Excellence. Based on a content analysis of key curriculum documentation, the findings outline the way in which techne and episteme with their associated ways of knowing and acting dominate the curriculum. Nevertheless, the hints of phronesis indicate the potential for developing a more critical form of global citizenship educationdoi:10.1080/14767724.2021.1904210 fatcat:erwmstzmpjf6ngw7gdr3gjns4a