Lorde, in her collection of essays and speeches Sister Outsider, was writing about oppression (sex, race, class, age, sexual orientation), and in particular theorised that prejudice was complex and multidimensional, and most significantly, intersectional. Sister Outsider explored the multiple dimensions of identity and the issues that interlock and traverse them, which has particular relevance today. The global citizenship education (GCE) movement aims, at its core, to establish identity and interconnectedness as foundations on which individuals can establish a global perspective. Here, we discuss various conceptualisations of global citizenship, its relationship to other learning areas — in particular civics and citizenship education — and how global citizenship education can be integrated or adapted in different contexts. We also address the question of whose ‘global perspective’ is being promulgated in the global citizenship movement and whether and how this can be reconciled across the broad array of local contexts in which GCE is aimed to resonate. We conclude that global citizenship education provides a useful lens through which learning programs can be viewed for globally oriented content and pedagogical approaches.