Elementary Forms of Cosmopolitanism: Blood, Birth, and Bodies in Immigrant New York City

Kromidas, Maria

doi:10.17763/haer.81.3.n36gtv7061560v53

Cited by 18 publications

(11 citation statements)

References 31 publications

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“…But ways that places are inhabited, and the connections between them, are different for those who move from necessity, or who are forced to move, as is the case with many (often less‐resourced) immigrants. Stuart Hall () has offered cosmopolitanism from above and cosmopolitanism from below to capture this distinction, and others have proferred cosmopolitanism from the ground (Hansen, ), rooted cosmopolitanism (Appiah, ), or elementary cosmopolitanism (Kromidas, ) as a way to capture the local lived embodiment and performances of globalization within specific places inhabited by those less privileged.…”

Section: Discussion: Ontologies Of Place and Critical Cosmopolitanismmentioning

confidence: 99%

Ontologies of Place, Creative Meaning Making and Critical Cosmopolitan Education

Hawkins

2014

Curriculum Inquiry

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Discourses of globalization and cosmopolitanism, focusing on the rapid flows of people, resources, and knowledge around the globe and subsequent encounters between global citizens, present a binary between "global" and "local." At the same time educational theories, perhaps especially in the areas of language and literacy studies, promote a view of learning as occurring through mediated interactions in local, situated practices. This article offers a lens to bridge perspectives between ever-increasing global shifts and movements and situated human interactions through a theorization of the mediational nature of place. Following discussion of global and local as binaries across literatures, I offer a theory of ontologies of place, highlighting it as mediational in meaning making in human interactions. Locating learning within a sociocultural framework, I describe a project linking underresourced English-learning youth transnationally through multimodal e-communication, then present an analysis of data from the project to illuminate how place mediates the interactions through which understandings are negotiated and constructed. Findings point to not only the primacy of place in creative meaning making among global youth, but also to the necessity of paying adequate attention to a critical cosmopolitanism: a way forward that considers how to promote and support global encounters and engagements in a way that expands affiliations, openness, creativity, and caring with an imperative to create and sustain just and equitable relations. bs_bs_banner

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Section: Discussion: Ontologies Of Place and Critical Cosmopolitanismmentioning

confidence: 99%

Ontologies of Place, Creative Meaning Making and Critical Cosmopolitan Education

Hawkins

2014

Curriculum Inquiry

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“…However, while there has been significant theoretical work undertaken on cosmopolitanism and its implications for education, especially in the critical tradition of the kosmopolites (McDonough & Feinberg, ; Roth & Burbules, ; Strand, ; Todd, ), field‐based work on the relation has only just begun. Scholars are beginning to identify on‐the‐ground cosmopolitanism in school and classroom settings, in online educational initiatives, and in related venues (see, for example, Hull et al., ; Kromidas, ; Mitchell & Parker, ; Osler & Starkey, ; and Saito, ).…”

Section: Cosmopolitan Studies Todaymentioning

confidence: 99%

Cosmopolitanism as Cultural Creativity: New Modes of Educational Practice in Globalizing Times

Hansen¹

2014

Curriculum Inquiry

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Cosmopolitanism is an ancient idea that is enjoying a critical renaissance today. Scholars across the humanities and social sciences have been examining the meanings and historical trajectories of the concept. They have addressed how the idea differs from multiculturalism and other notions of pluralism. A growing number of researchers are deploying the concept as a lens for interpreting how people in contemporary societies engage in cross-cultural interaction. Scholars are showing how the idea spotlights ways in which people can move beyond tolerance of difference, important as that is, to reimagining, appreciating, and learning with it.This special issue of Curriculum Inquiry presents results from several ongoing educational research projects that feature cosmopolitanism in their theoretical frameworks. The issue springs from a symposium we presented at the annual meeting of the American Educational Research Association, held in Vancouver in April 2012. The energetic response from our audience, as well as our own interest in the topic, spurred us to convert the presentations into more full-blown offerings to the research community. The articles that follow are much-expanded or reconstructed versions of what their authors spoke about at the conference. I had the dual roles of organizer and discussant at the session, and serve here as guest editor.My purpose in this introductory essay is to characterize the background conception of cosmopolitanism that informs the studies. As we will see, this conception fuses notions of educational and cultural creativity. However, readers will discover that the contributors' research, taken as a whole, is too nuanced and wide-ranging to be captured by any particular framing. bs_bs_banner

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“…I have explored the analytic significance of these interactions in more ethnographic depth elsewhere (Kromidas, 2011(Kromidas, , 2012, arguing that the kids' practices represented routes and possibilities for more convivial social relations. While there are various interesting aspects of the kids' sociabilities, I focus below on interactions where kids struggled with ocularcentrism, the overdetermined role of the visibility of the body as the determining factor of making race real.…”

Section: Elementary Lessons From New York Citymentioning

confidence: 99%

The ‘savage’ child and the nature of race: Posthuman interventions from New York City

Kromidas

2014

Anthropological Theory

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This article intervenes in the scholarship of race by way of the child, demonstrating how childhood is a doubly strategic site in disrupting the ontology of race as natural type or kind. One path involves disentangling children's association with nature, a tragic knot conjoined through a particular conception of the human. This strategy reveals the savage child that apprehends and sorts bodily differences, working to sustain the nature of race. Rejecting the savage child opens up a space to view actual children through a distinct posthuman lens that emphasizes laughter, play and surrealism in everyday life. Drawing on ethnographic material where children in New York City struggled with the visibility of the body, I demonstrate that alternative ontologies of race are possible and do exist. These tasks allow both race and childhood to emerge in a new light, with important implications for anthropology's cherished idea of the human.

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Elementary Forms of Cosmopolitanism: Blood, Birth, and Bodies in Immigrant New York City

Cited by 18 publications

References 31 publications

Ontologies of Place, Creative Meaning Making and Critical Cosmopolitan Education

Ontologies of Place, Creative Meaning Making and Critical Cosmopolitan Education

Cosmopolitanism as Cultural Creativity: New Modes of Educational Practice in Globalizing Times

The ‘savage’ child and the nature of race: Posthuman interventions from New York City

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