The utopian dream of a global world is not new. It can be traced back in the 15th century navigators and 19th century colonial times and post world war peace pleas but also even earlier in ancient myths and religion narratives on the morals of living on earth. In our times, processes of globalisation are hastened by increased techno-culture, free-capitalist economy, migration, environmental calamity and war. During the last decades a global world imagery has taken momentum in how the lives of children, youth, families and educators could be reconfigured through the launching of ‘global citizenship education’ as strategic areas for curricular organisation by institutional bodies such as UNESCO or OECD. Explicit goals for an increased globalised, internationalised, cosmopolitan and urban worldview across nation-states, provinces and indigenous communities can be substantiated (for some) in the context of mathematics education practices. Based on the (false) epistemological assumption that mathematics remains a neutral and universal language, mathematics education becomes easily figured as the space for crafting a citizenship subjectivity for globality. In this context, one needs to problematize what is at stake when mathematics education curricula become (or not) framed within discourses of global citizenship education? How the ‘future’ of mathematics education can be reconfigured when the rhetoric of global citizenship education meets diverse localities? And moreover, what are the effects of such political imageries in diverse localities for children, teachers and materials, as well as for markets, economy and policies? The purpose of the symposium is twofold. It is, first, to discuss how such utopian dreams of global, transnational and cosmopolitan citizenship become entangled or disentangled with/in discourses of mathematics education in diverse localities and diverse cultures, nations, languages and bodies including a variety of practices and communities. Presenters and participants will bring forward projects that unfold certain historiographies that map the effects of discourses of global citizenship in mathematics education by attempting to reinstate its colonial, de-colonial and post-colonial politics. This might imply an encounter of ideological critique of such curricular endeavours, of problematizing processes of globalisation in specific localities, or discussing its potential affirmative politics for reclaiming what mathematics education might regenerate out of this conflictual discursive materiality. And, second, the symposium will try to create and perform an offhand presentation that can engage the conference participants based on visual materials and narratives brought by presenters and participants in either digital or physical forms. These can be fragments of varied media, artefacts, or, even art-based performances that will denote or interrogate the hybrid presence of ‘global’ citizenship education discourses in ‘local’ (and vice versa) mathematics education practices such as curriculum activities, exam-, guidelines but also contemporary artefacts, as well as cultural representations in well known movies, literature, poetry, games etc. The aim of such an endeavour will be to problematise the meanings and effects of discourses on ‘global’ or ‘local’ mathematics education policies, practices or hybrids and explore their effects not only for the formal -the written norms- but also for the hidden school curriculum -the unwritten norms- or even the informal leisure practices beyond the walls of schooling.