In the modern globalised world, there is a growing realisation that global awareness and transnational efforts are required to address global challenges. One attempt to foster this is through global citizenship and education. However, to be truly global, global citizenship education must draw on diverse traditions beyond Western-European paradigms. This article adds to this endeavour by drawing on Zhuangzi’s philosophy of hua—change or transformation—to develop an account of global identity that is both familiar and innovative. It begins with an overview of global ‘citizenship’ understood as a figurative form of citizenship orientated towards ethical and educational values. This is followed by an introduction to the concept of hua in Daoism, especially in the Zhuangzi, whereby all things are seen as changing according to their own nature and environment. Such an understanding of hua guides us toward “spontaneous” and “noncoercive” actions that reflect the true nature of an entity and its changing circumstances. These ideas are then applied to global citizenship (GC) and global citizenship education (GCE) via two sets of examples: first, they are applied at the local level in diverse contexts (such as schools and cultural groups) to illustrate the utility of Zhuangzi’s dynamic approach; and second, the article explores examples that highlight when it is “noncoercive” to implement or fail to implement GC. In sum, this article utilises Zhuangzi’s concept of spontaneous change to develop some suggestions of how to foster GC identity in a way that responds meaningfully to the dynamism and complexity of the modern globalised world, and that looks beyond the voices that have traditionally dominated the discourse.

在现代全球化世界中，人们越来越认识到需要全球意识和跨国努力来应对全球挑战。促进这一点的一种尝试是通过全球公民意识和教育。然而，要真正实现全球化，全球公民教育必须借鉴西欧范式之外的多元化传统。本文通过借鉴庄子的“化”哲学（变化或转变）来对这一努力做出补充，以发展一种既熟悉又创新的全球身份解释。它首先概述了全球“公民身份”，将其理解为面向道德和教育价值观的公民身份的象征形式。接下来介绍道教尤其是庄子中的“华”概念，一切事物都被视为根据其自身的性质和环境而变化。对华有这样的理解引导我们采取反映实体真实本质及其不断变化的环境的“自发”和“非强制性”行动。然后通过两组例子将这些思想应用于全球公民（GC）和全球公民教育（GCE）：首先，将它们应用于地方层面的不同背景（例如学校和文化团体），以说明庄子思想的效用动态方法；其次，本文探讨了一些例子，强调何时“非强制”实施或未能实施 GC。总而言之，本文利用庄子的自发变化概念提出了一些建议，说明如何以一种对现代全球化世界的活力和复杂性做出有意义的反应的方式来培育GC身份，并超越传统上主导话语的声音。