This edited volume explores how mathematics education is re/configured in relation to its past, present, and future when the rhetoric of critical global citizenship education is being applied to diverse local settings. Drawing upon diverse theoretical and methodological traditions across the globe including countries in South America, Asia, Australia, and Europe, each chapter challenges and, eventually, troubles the wide circulation of a universal imagery of citizenship based on mathematical competence in not only curriculum, school reforms and policy but also in teaching and learning practices. Troubling the Euro-centric and global notions of citizenship and diversity, the book foregrounds local practices in mathematics education to portray a broader picture for the current problems of equity, social justice, and democracy. The book also engages with critical discussions on how ‘citizens’ and ʼnoncitizen’ are being fabricated in the context of educational policies and specific mathematical practices. First of its kind, to trouble what is at stake when mathematics education is framed within the discourses of citizenship globally (through challenging and problematising what is understood as ʼnormal’), this book will be of relevance to scholars, academics, and researchers in the field of sociology of education, anthropology of education, philosophy of education, mathematics education, citizenship studies, and international and comparative education.