Globalization and neo-liberal practices have influenced education and schooling in various ways, particularly through curricula. As a result, interest in elementary school, particularly kindergarten, education has been generated by supranational organizations; specifically the Organization for Economic Co-operation and Development (OECD) and the United Nations Educational, Scientific and Cultural Organization (UNESCO), as well as international organizations such as the European Union and numerous federal and provincial governments, including the Canadian, Ontario and Hellenic governments. This research explores how democratic citizenship education is reflected in kindergarten curricula in Ontario, Canada and Hellas, Greece. Because of growing concerns with democratic citizenship education, in this study, I have analyzed and compared the kindergarten education curricula of Ontario and Hellas in terms of democratic citizenship education and how it is reflected in their respective curricula. I analyzed supplementary and supportive reports, guides and other educational documents about democratic citizenship education published by supranational and international organizations. In order to accomplish this, I utilized a critical pedagogic perspective through Critical Discourse Analysis. In addition, important concerns about citizenship education in kindergarten are discussed and recommendations for curriculum studies are provided. This study is significant in its exploration of the ways that democratic citizenship education is being reflected in kindergarten curricula in Ontario and Hellas and in the revelation of similarities and differences between them, as well as within a global context.

Globalization and neo-liberal practices have influenced education and schooling in various ways, particularly through curricula. As a result, interest in elementary school, particularly kindergarten, education has been generated by supranational organizations; specifically the Organization for Economic Co-operation and Development (OECD) and the United Nations Educational, Scientific and Cultural Organization (UNESCO), as well as international organizations such as the European Union and numerous federal and provincial governments, including the Canadian, Ontario and Hellenic governments. This research explores how democratic citizenship education is reflected in kindergarten curricula in Ontario, Canada and Hellas, Greece. Because of growing concerns with democratic citizenship education, in this study, I have analyzed and compared the kindergarten education curricula of Ontario and Hellas in terms of democratic citizenship education and how it is reflected in their respective curricula. I analyzed supplementary and supportive reports, guides and other educational documents about democratic citizenship education published by supranational and international organizations. In order to accomplish this, I utilized a critical pedagogic perspective through Critical Discourse Analysis. In addition, important concerns about citizenship education in kindergarten are discussed and recommendations for curriculum studies are provided. This study is significant in its exploration of the ways that democratic citizenship education is being reflected in kindergarten curricula in Ontario and Hellas and in the revelation of similarities and differences between them, as well as within a global context.