Activism as/in/for Global Citizenship: Putting Un-Learning to Work Towards Educating the Future

Curley, Stephanie; Rhee, Jeong‐eun; Subedi, Binaya; Subreenduth, Sharon

doi:10.1057/978-1-137-59733-5_37

Cited by 7 publications

(9 citation statements)

References 19 publications

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“…Democratic GCE fosters self-reflexivity with educators not "'unveiling' the 'truth' for the learners, but providing the space for them to reflect" (Andreotti, 2006, p. 49). In this perspective, educators are expected to help students to encounter non-dominant ideologies and worldviews and to unlearn assumptions about the meaning of knowledge and humanity whilst seeking for more basic interconnections (Curley et al, 2018). Within this approach, Caruana (2014) has successfully evidenced the possibilities of a pedagogy based on storytelling and cultural biographies with HE international students.…”

Section: Global Citizenship Education: Educational Perspectivesmentioning

confidence: 99%

“…According to Bhabha (2004), binary structures necessarily encompass hierarchal ways of thought. But whilst the academic literature has emphasized how the global framework is constructed in policy as an accessory of the national one (Pashby, 2011;Curley et al, 2018), for these students, the global citizen-subject appeared to be more "advantaged" than the national one.…”

Section: Similarly Bess Explainedmentioning

confidence: 99%

“…But at the end of the project, they presented themselves as candidates to become neoliberal global citizens, "successful participant in a liberal economy" (Shultz, 2007, p. 249). "Providing the space for [students] to reflect" (Andreotti, 2006, p. 49) did not help students to the un-learn assumptions on the nature of knowledge and humanity (Curley et al, 2018). Rather, the project drove them to the identification of the differences between the non-global citizen-subject and the global one and to a willingness to acquire the global attributes (Oxley & Morris, 2013) in order to become the later.…”

Section: Conclusion and Implications For Higher Education Research Amentioning

confidence: 99%

“…Engagement with a more critical account of GCE (Andreotti, 2006) appeared to have fostered pluralist conceptualizations. But perhaps the educational project did not go far enough to allow the participants to un-learn certain assumptions on knowledge, citizenship and humanity and therefore, the opportunity of finding more basic allencompassing interconnections was lost (Curley et al, 2018). If we take this position, for a democratic (all-encompassing) GCE to be possible, it might be necessary to first examine underlying assumptions.…”

Section: Conclusion and Implications For Higher Education Research Amentioning

confidence: 99%

“…If we take this position, for a democratic (all-encompassing) GCE to be possible, it might be necessary to first examine underlying assumptions. Others may want to experiment de-colonizing proposals such as the ones developed by Curley et al (2018). But there is also the possibility that all-encompassing identities are just not possible.…”

Section: Conclusion and Implications For Higher Education Research Amentioning

confidence: 99%

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We, the non-global citizens: Reflections on the possibilities and challenges of democratic global citizenship education in higher education contexts

Sant

2018

Citizenship Teaching &Amp; Learning

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This article examines the possibilities and challenges of democratic global citizenship education in higher education contexts. The paper contrasts liberal, poststructuralist and postcolonialist theory with data deriving from a small empirical ethnographic project. A small group of undergraduate students studying education met weekly for a period of 3 months. Data was collected through field notes, course work and participants' diaries. Results suggest that the global citizen-subject, for these participants, is conceptualized as the cosmopolitan elites who do not identify themselves as national citizens. Global citizenship is constructed as an identity students initially do not hold but they aspire to gain. These findings pose some questions to democratic approaches to global citizenship education.

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Section: Global Citizenship Education: Educational Perspectivesmentioning

confidence: 99%

Section: Similarly Bess Explainedmentioning

confidence: 99%

Section: Conclusion and Implications For Higher Education Research Amentioning

confidence: 99%

Section: Conclusion and Implications For Higher Education Research Amentioning

confidence: 99%

Section: Conclusion and Implications For Higher Education Research Amentioning

confidence: 99%

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We, the non-global citizens: Reflections on the possibilities and challenges of democratic global citizenship education in higher education contexts

Sant

2018

Citizenship Teaching &Amp; Learning

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An Epilogue to Editing

Curley¹,

Macías²,

Rhee³

et al. 2019

Educational Studies

Self Cite

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For the last five years, with the help of student assistant editors, we have served as the editors-inchief of Educational Studies, the official journal of the American Educational Studies Association (AESA). Of note, Roland Sintos Coloma, the current AESA President, also served as part of the editors' team before his election to AESA leadership at which time Luis Fernando Mac ıas, a former Assistant Editor of the journal, joined the editors-in-chief for the last year of our term. We also all earned our doctorates at The Ohio State University between 2002 and 2017.Serving as editors for a journal of a professional organization that represents the field of educational foundations has allowed us to observe, experience, and negotiate structures and cultures of knowledge production and circulation. Similar to bell hook's (1994) call for "teaching to transgress", we have attempted to engage in editing as a decolonizing practice, working within/against the politics of difference in academia. Echoing Bryan Brayboy (2005), we note that the labor of faculty of color often benefits wider diversity efforts but can come at a cost for scholars of color doing the work. Similarly, Sara Ahmed's (2014) assertion resonates with our experience: "For those deemed strangers, for those whose arrival is noticeable, who are registered dimly as those we are not with, attunement requires emotional labor: you have to work to be attuned to those who are already 'in the room', perhaps by closing a (perceived) gap between how they feel and how you feel" (p. 224). For us, editing has included technical, intellectual and "emotional labor".What propelled and solidified our decision to submit a proposal for the editorship five years ago was our previous experience of working with Sofia Villenas, who served as the President of AESA in 2012 (Villenas, 2015). Sofia has been extremely generous in her mentorships of us since our graduate school years. Throughout our academic career, as US-trained academics who identify as scholars of color and who are from bi-lingual, global/local communities, and who have maintained our ties with the Global South, none of us felt that we could claim particular affiliations through established, US-centric categories of differences. In addition to Sofia, and especially during our untenured years, we were more than grateful of scholars who were our early supporters and mentors and who helped us negotiate the

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Decolonizing Urban Education

Coloma

2020

Educational Studies

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Activism as/in/for Global Citizenship: Putting Un-Learning to Work Towards Educating the Future

Cited by 7 publications

References 19 publications

We, the non-global citizens: Reflections on the possibilities and challenges of democratic global citizenship education in higher education contexts

We, the non-global citizens: Reflections on the possibilities and challenges of democratic global citizenship education in higher education contexts

An Epilogue to Editing

Decolonizing Urban Education

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