Global Education

Report
Ethical Globalism in Education
Vanessa de Oliveira (Andreotti)
Professor of Global Education
University of Oulu, Finland
http://oulu.academia.edu/VanessaAndreotti
MY WORK
•
INTERCULTURAL TEACHER EDUCATION
•
MA in EDUCATION and GLOBALIZATION
•
EDUCATION DIVERSITY GLOBALIZATION & ETHICS RESEARCH
GROUP (EDGE)
•
•
POSTCOLONIAL STUDIES SIG CHAIR (AERA)
ETHICAL INTERNATIONALISM RESEARCH NETWORK (WERA)
(CRITICAL) INTERCULTURAL TEACHER ED PROGRAMME
ITE MA graduates are qualified teachers who are able to:
• exercise socially responsible leadership in the field of
intercultural, and global education
• conduct and utilize research creatively as a basis for teaching,
learning, curriculum design and assessment
• make informed and ethical decisions in complex and diverse
education environments in local and global contexts
• work ethically and productively in partnership with diverse
individuals, groups, families, communities
• examine the constantly changing nature of education and society,
recognizing professional development as a collaborative process
of lifelong and lifewide learning
• exercise professional autonomy and participate in the coconstruction of the curriculum
EDGE Research Group
International, inter-disciplinary and cross-sectoral research collaborations
and seminars in the areas of
•
global citizenship,
•
ethical globalism,
•
language and culture,
•
•
global, intercultural, multicultural, indigenous, anti-racist and
transformative education,
critical and post-critical pedagogies, pedagogies of
difference and dissensus (radical democracy)
EDGE is committed to ethical internationalism, epistemological pluralism,
North-South-East-West dialogue, intellectual and theoretical rigor,
research based education and the creation of an equitable, vibrant, safe
and constructive collaborative atmosphere for research and research
training.
Local/Global
Contexts
Self
Perceptions
Relationships &
Flows
(Andreotti, Souza, Räsänen & Forghani, 2007)
GLOBAL EDUCATION GE
Other
GLOBALISATION:
advanced capitalism,
vast international
migration, ecological
fragility, technological
interconnectivity,
cultural hybridity and
reconfiguration of
political power (Todd,
2009).
GE as ENLARGEMENT of possibilities for living together in
COMPLEX, DIVERSE, UNCERTAIN & UNEQUAL GLOBAL SOCIETIES
OUTLINE
•
Global Imaginaries
•
Reflection or reflexivity?
•
Engaging with different discourses
•
Dispositions and Encounters
•
Theorizing teaching and learning
•
Student teachers’ dispositions
Discursive strand of postcolonial theory (informed by poststructuralism):
Theory as tool-for-thinking rather than description-of-truth
GLOBAL IMAGINARIES
Imagine a field of corn with ripe corn cobs
Harvest your corn and take off the husks
Place all your corn cobs in front of you
Compare your corn cobs to the corn cobs in the picture...
GLOBAL IMAGINARIES
GLOBAL IMAGINARIES
• genderized, sexualized,
racialized world
(Morrison, 1992:4)
• of unequal divisions of
vulnerabilities, wealth
and labour (Spivak,
1999:45 ).
GLOBAL/DEVELOPMENT EDUCATION:
imagining social change beyond practices
that are
•
ethnocentric (projecting one view as
universal),
•
ahistorical (forgetting historical/colonial
relations),
•
depoliticised (forgetting own
ideological location),
•
paternalistic (seeking affirmation of
superiority through ‘knowing the other’
or the provision of help) and
•
hegemonic (using and benefiting from
unequal relations of power)
LEARNING FROM RECURRENT MISTAKES OF THE PAST/PRESENT IN
ORDER TO BE ABLE TO MAKE DIFFERENT MISTAKES IN THE FUTURE.
REFLECTION or REFLEXIVITY?
niversal raeson, unanimous consensus, antropocentrism
ENGAGING DIFFERENT DISCOURSES
cartesian subject (conscious awareness of self), teleological thinking (aiming at defined goals)
Technicist:
Humanist:
Social engineering
as economic
rationalization
decided by experts
Social engineering as
human progress
decided by
representatives
ISSUE
SOCIAL
CHANGE
Critical humanist
Social engineering as
fair distribution done
by (ordinary) ’people’
Other (s)
?
non-cartesian, non-teleological, non-anthropocentric, etc.
THEORIZING TEACHING/LEARNING
COGNITIVE
FROM SOCIALIZATION INTO
ABSOLUTE CERTAINTIES
TOWARDS SOCIALIZATION INTO
PROVISIONAL CERTAINTIES
(Andreotti, 2010)
AFFECTIVE
(EMBODIED,
NOT ALWAYS
CONSCIOUS)
FROM SOCIALIZATION INTO
ANTAGONISM
TOWARDS SOCIALIZATION INTO
AGONISM
(Mouffe 2005, Todd 2009)
FROM SOCIALIZATION INTO
PERFORMATIVE/
POLITICAL
RELATIONSHIPS GROUNDED ON CONSENSUS
TOWARDS SOCIALIZATION INTO
RELATIONSHIPS GROUNDED
ON ETHICAL IMPERATIVE TO
RELATE ’BEFORE WILL’
(Maturana, 2002, Spivak 1994)
ENCOUNTERS
Three dispositions of global mindedness
Based on Hannah Arendt
understand the other within your own framework
Attempt to have all worlds
into one’s world:
fusion of perspectives
/projected sameness
international
mobility
experience
open to being taught by and
being exposed to the world
bringing your home with you when you travel
Being at home in a plural
and undefined world:
enlargement of worldview
Projection of own world as everyone else’s world:
singular truth /hierarchical differences
(Biesta, Andreotti, Ahenakew 2011)
ITE TEACHER’S DISPOSITIONS
• self-reflexivity as a commitment to analyzing critically the collective referents
and political projects of our individual thoughts so that we can see ourselves
implicated in the issues/problems we are trying to address
• open/global mindedness so that we will develop the strength and resilience
necessary to construct other possible worlds together with others
• critical historical memory so that we can learn to heal our historical pains, to
learn from the past and only make different mistakes in the future
• okness within the self so that we can learn to live with – and not be
overwhelmed by – uncertainty, complexity, multiplicity and agonistic
conversations
• humbleness as a safeguard against seeing ourselves as heading humanity
• relationality, mutuality, reciprocity, hospitality so that we develop the
capacity to create solidarity particularly with others who disagree with us
• divergent thinking and intellectual autonomy to keep conversations always
open and alive for ourselves, for others and for generations to come.
IF YOU ARE INTERESTED...
I recommend:
• Sharon Todd (2009)
Towards an imperfect
education
• Chantall Mouffe (2005)
On the political
• Walter Mignolo (2007)
Critical cosmopolitanism
• Gert Biesta (2009)
Beyond learning
• George Sefa Dei (2009)
Teaching Africa
• Paulo Freire (2002)
Pedagogy of Freedom
My work can be found at:
http://oulu.academia.edu/VanessaAndreotti
•
•
Andreotti, V. (2011). Actioniable postcolonial
in education. New York: Palgrave.
Andreotti, V., Souza, L. (Eds.) (2011).
Postcolonial Perspectives on Global
Citizenship Education. New York: Routledge.
• Andreotti, V. (Ed.) (2011). The political
economy of global citizenship education.
Special double issue of Globalisation, Society and
Education, 9(3-4).

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