Ontologies of Place, Creative Meaning Making and Critical Cosmopolitan Education

Hawkins, Margaret R.

doi:10.1111/curi.12036

Cited by 44 publications

(29 citation statements)

References 37 publications

(28 reference statements)

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“…My prior studies on secondary school transnational education found that the epistemological configurations about regional parochialism, mono-mode and mono-lingual literacy, and national identities have less interpretive power to account for transnational education students' lived experience and identity formation in cross-border learning spaces (Zhang, 2015;Zhang & Heydon, 2014, 2015. I therefore anchored my study in the scholarly work on cosmopolitan approaches to literacy education (e.g., Hawkins, 2014;Hull & Stornaiuolo, 2010Saito, 2010;Vasudevan, 2014;WahlstrÖm, 2014) that focuses on engaging students in the interlocution between locality and globality. Reflecting the 4th Century BC notion of cosmopolitan, Beck (2002) foregrounds three features of cosmopolitanism, namely, globality, plurality, and civility.…”

Section: Theoretical Underpinningmentioning

confidence: 99%

Canadian Literacy Curricula in Macau, China: Students’ Lived Curriculum

Zhang

2019

Beijing Int. Rev. Educ.

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This ethnographic case study documents students’ lived experience at a Canadian offshore school in Macau through students’ multimodal artifacts, interviews, and teacher-student interactions in English and Mandarin literacy classes. Undergirded by the theory of cosmopolitan literacies, this study revealed the opportunities at mcs for difference negotiation and fluid identity formation that were enabled by mcs’s curricular emphasis on celebrating multiculturalism and multimodality. However, interview and observation data showed that literacy practices in the English literacy classes also centered around pen to paper meaning-making. This study identified human and non-human actors that enabled and constrained students’ literacy and identity options in the unique cross-border education context in Macau, such as mcs’s multicultural reality, school’s curricular emphasis on celebrating multiculturalism and multimodality, individual teachers’ preferences in literacy practices, and the expectations of the standardized Alberta test. The paper discusses the pedagogical potentials of cosmopolitan literacies to expand transnational education students’ literacy and identity options.

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Section: Theoretical Underpinningmentioning

confidence: 99%

Canadian Literacy Curricula in Macau, China: Students’ Lived Curriculum

Zhang

2019

Beijing Int. Rev. Educ.

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“…Teachers have the potential to discuss with students the relationships and the tensions in loyalties to the local, the regional, the national, and the global (Delanty, 2006;Delores, 1998;Gough, 2014;Hawkins, 2014).…”

Section: Framework Of Global Educationmentioning

confidence: 99%

Designing global futures: A mixed methods study to develop and validate the teaching for global readiness scale

Kerkhoff

2017

Teaching and Teacher Education

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Our world is increasingly interconnected economically, environmentally, politically, technologically, and socially. In response, leaders have called for more global education in our K-12 schools. Current global readiness frameworks put forward by the US Department of Education, Partnership for 21 st Century Skills, and others are widely used; however, they are not empirically grounded and tested. This study took steps towards an empirically validated construct of teaching for global readiness. A sequential exploratory mixed methods design (QUAL  quan) was utilized to operationalize and validate the construct teaching for global readiness. Mixed methods BIOGRAPHY Shea Kerkhoff earned her B.S. in English Education from Ball State University and M.Ed. in International Education Policy and Management from Vanderbilt University. She taught high school English for seven years, including Wake County Public Schools in North Carolina (NC) and District of Columbia Public Schools. Currently, she serves as 4 the World's Education Director and teaching assistant at North Carolina State University, where she pursued her Ph.D. in Curriculum and Instruction with a focus in Literacy. In these roles she has led two alternative spring break trips of NCSU students and faculty to Belize and Guatemala for service learning. Shea serves as the adviser to the student chapter of 4 the World at NCSU. In 2014 as a research assistant with North Carolina Department of Public Instruction, Shea helped create the Global Ready School Rubric. Shea worked with the Global Education team to design the method, analyze the findings, and present the final document. As a graduate assistant at NCSU, Shea taught Reading Print and Digital Texts Across the Disciplines and was part of the Disciplinary Literacy for Deeper Learning MOOC-Ed design team. In this role, she reviewed the literature on disciplinary literacy, designed the English language arts model project, and provided feedback to participants on the forums. Most recently, Shea served as coach to a cross-cultural collaboration team of American and Chinese teachers at the 2015 New Literacies Teacher Leader Institute. Passionate about her researchincluding adolescent literacy instruction, disciplinary literacy, global education, and gender equality-Shea is a lifelong learner who strives to instill a love of learning into her students. iii ACKNOWLEDGEMENTS First and foremost, I would like to thank my advisor Dr. Hiller A. Spires. You have taught me so much, from how to conduct research to how to eat squirrel fish. You have a unique gift for challenging people to do more than they thought possible and supporting them to accomplish their dreams. Thank you for always taking time to teach me. I would also like to thank my committee. Dr. Duarte Morais, your work has made my work possible, as well as the work of numerous others. Dr. Jessica Decuir-Gunby, you are a triple threatteacher, researcher, and leader. Dr. Ruie Pritchard, thank you for taking the time to close read my papers and give me such meaningf...

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“…One might wonder if what we are suggesting is a kind of critical cosmopolitanism (Hawkins, 2014), cosmopolitanism from the ground (Hansen, 2010), or cosmopolitanism from below (Hall, 2006). According to Hawkins (2014), this orientation does acknowledge the ways that historical and current contexts and conditions "mediate what happens, and who people [can] be and become, within them" (p. 107). However, in spite of their attention to those who may be less powerful or those who have not voluntarily chosen to move across national boundaries (e.g.…”

Section: Beyond Multiculturalismmentioning

confidence: 99%

Toward an awareness of the “colonial present” in education: Focusing on interdependence and inequity in the context of global migration

El-Haj

Skilton

2017

Curriculum Inquiry

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Across the world, the number of displaced people has risen to unprecedented levels. In the United States, rightwing politicians call for closing borders to Muslims, refugees, and immigrants. These conditions lead the authors to ask how to educate with and for immigrant students who are positioned as enemy aliens -"impossible subjects"within their new nation? We take a comparative approach, looking across our studies with Palestinian immigrant and Cambodian refugee youth in the US to think about how their experiences in US schools can inform an education for justice. In looking across two ethnographies, done more than a decade apart from each other, we illustrate the remarkable similarities between discourses about these different groups of students. In this article, we focus on three stances toward immigrant incorporation that the young people in our research studies encounteredstances through which they learn about the meanings of and expectations for citizenship and belonging. Our argument is that despite the differences between these stances, all three erase the "colonial present" that shapes the lives of immigrant youth and their families. We call for an education that decentres the nation, and focuses attention on the co-dependent inequities at the centre of our global interdependence.

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Ontologies of Place, Creative Meaning Making and Critical Cosmopolitan Education

Cited by 44 publications

References 37 publications

Canadian Literacy Curricula in Macau, China: Students’ Lived Curriculum

Canadian Literacy Curricula in Macau, China: Students’ Lived Curriculum

Designing global futures: A mixed methods study to develop and validate the teaching for global readiness scale

Toward an awareness of the “colonial present” in education: Focusing on interdependence and inequity in the context of global migration

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