This paper focuses on global citizenship: its meaning, relevance and significance to pupils of Caribbean heritage. The respondents were pupils aged from eleven to eighteen, living in either England or Tobago; however, this chapter solely presents the views of young people in Tobago. The terms ‘pupil’ and ‘young people’ are used interchangeable; however, they refer to the same group. The paper summarises the authors doctoral research which explored the concept of global citizenship through UK/Tobago school links, which developed through the British Council’s Global School Partnerships (GSP) programme. Global school links exposed pupils to a global dimension, promoted global citizenship and developed knowledge and skills for living in an increasing interconnected ‘global village’. Globalization theory and post-colonial theory underpinned this study, providing the necessary lens to examine interconnectedness and intercultural dialogue, as well as a critique of the concept of global citizenship, particularly the legacy of colonialism and the continuance of imperialism and power imbalances. The theme of global citizenship was the context for young people to develop their sense of the world; therefore, a social constructionist view was most appropriate. Findings indicated that the young people in Tobago who perceived global citizenship can increase aspirations, provide opportunities and has the transformative ‘power’ to turn ‘dreams into reality’. However, they did not personally relate to this concept; therefore, it remained abstract and remote. This study highlighted that global citizenship as a universally inclusive concept also has the ability to marginalize and exclude.

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