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Global citizenship education GCED) has been attracting all sectors of education with the focus on universal human rights and global issues. While all sectors are involved, the mainstream of instructional delivery is taking place in the informal education sector in Korea. The curriculum typically covers moral, values, and ethics with civics and citizenship education. Justice in relations to global issues, however, are often assumed, ignored or overlooked. Based on the changing educational demand in a rapidly changing world, there is a need for teachers with competency in addressing issues of globalization, diversity, and social justice. This paper identifies the crucial gaps along with missing context as to how justice fits into the larger picture in relation to grounds for recognizing the pathway for domesticating global issues through social justice. [ABSTRACT FROM AUTHOR]