This edited collection offers analyses of ‘global citizenship education’ within and across different national contexts. This book illustrates the contingency of definitions, the complexities of juxtaposing demands and priorities in different educational contexts, and the difficulties and tensions of asking a question that is arguably one of the most pressing of our time: how should we live together in interdependent ecologies in a finite planet? In the discipline of education, where market imperatives and the dictatorship of 'effective replicable results' have laid siege to independent debates, this book aims to emphasize the importance of raising our intellectual game as educators to interrupt new and old problematic patterns of engagements, representations, uncomplicated solutions and conceptual straightjackets.
Contributors to this volume address the tensions between homogenizing universalisms and parochial specifisms, ethnocentrisms and relativisms, deficit theorizations and romanticizations of difference, fantasies of supremacy and paralyses in guilt, the 'global' and the 'local'. The chapters take different approaches to map the origins, meanings, workings, ethics, politics and implications of initiatives, approaches, and conceptual frameworks related to the ideas of globalization, citizenship and education in different sites of knowledge production.
This book was originally published as a special issue of Globalisation, Societies and Education.
Table of Contents
Introduction: The political economy of global citizenship education Vanessa de Oliveira Andreotti 1. What type of global community and citizenship? Tangled discourses of neoliberalism and critical democracy in curriculum and its reform Steven P. Camicia and Barry M. Franklin 2. Interrogating the nature of the ‘universal’ in South Africa’s new educational order Crain Soudien 3. Ethical globalisation or privileged internationalisation? Exploring global citizenship and internationalisation in Irish and Canadian universities Su-ming Khoo 4. Global citizenship and marginalisation: contributions towards a political economy of global citizenship Maria Balarin 5. Power and place in the discourse of global citizenship education Lynne Parmenter 6. (Towards) decoloniality and diversality in global citizenship education Vanessa de Oliveira Andreotti 7. Representational and territorial economies in global citizenship education: welcoming the other at the limit of cosmopolitan hospitality Elisabet Langmann 8. Instrumentalism, ideals and imaginaries: theorising the contested space of global citizenship education in schools Harriet Marshall 9. Cultivating global citizens: planting new seeds or pruning the perennials? Looking for the citizen-subject in global citizenship education theory Karen Pashby 10. The global dimension in education and education for global citizenship: genealogy and critique Greg Mannion, Gert Biesta, Mark Priestley and Hamish Ross 11. Glocalisation or globalisation? Travelling discourses of child poverty policy in South Korea Kyung Eun Jahng 12. The moral and the political in global citizenship: appreciating differences in education Wiel Veugelers 13. ‘International education’ in US public schools Walter C. Parker 14. Vital interests: cultivating global competence in the international studies classroom Paula R. Johnson, Mark A. Boyer and Scott W. Brown 15. Preparing US teachers for critical global education Kate O’Connor and Ken Zeichner
Vanessa de Oliveira Andreotti is Professor of Global Education at the University of Oulu, Finland. Drawing on postcolonial and postcritical theories, her research focuses on educational patterns of representations and engagements with otherness, inequalities and global change. She has extensive international experience working inter-disciplinarily and across sectors in the areas of international development and global citizenship education. Vanessa is the coordinator of the World Educational Research Association Global Ethics International Research Network and the author of Actionable Postcolonial Theory in Education (2011), and Postcolonial Perspectives on Global Citizenship Education (with Lynn Mario de Souza) (2012).