The Longings and Limits of Global Citizenship Education

Dill, Jeffrey S.

doi:10.4324/9780203374665

Cited by 178 publications

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“…B. personale Autonomie, Individualismus, Menschenrechte, Demokratie, Liberalismus; vgl. Mignolo, 2009;Tully, 2008;Lee, 2014;Mouffe, 2014;Dill, 2015;Wohlfahrt, 2018), Konzeptionen der Rationalität (etwa: instrumentelle Rationalität) und des Selbst (z. B. das ‚punktförmige': Taylor, 1989 oder ‚unencumbered self': Sandel, 1998) auf andere soziale und kulturelle Kontexte.…”

Section: Global Citizenship Education: Grundzüge Einer Universalistisunclassified

“…Das Projekt sei deshalb als pseudo-universalistisch, neo-imperialistisch und intolerant gegenüber anderen Traditionen zu kritisieren und abzulehnen. Aus der Perspektive dieser Kritik ist GCE Ausdruck der "latest version of the long march of the Enlightenment ideal of the liberated, tolerant self in Western liberal democracies" (Dill, 2015, S. 100) und eines naiven Universalismus, der die eigenen eurozentristischen Standards auf die Welt projiziert und damit in mehr oder weniger direkter Kontinuität zu der zutiefst ungerechten Politik kolonialer Regime steht.…”

Section: Global Citizenship Education: Grundzüge Einer Universalistisunclassified

“…Die postkoloniale Kritik liegt jedoch richtig mit der Annahme, dass es für Verteidiger von GCE von zentraler Wichtigkeit ist, die partikulare Einbettung ihrer universalistischen Ambitionen kritisch zu reflektieren und zu hinterfragen (Dill, 2015) und zugleich fragwürdige Formen des Missbrauchs von Universalismen oder Pseudo-Universalismen zu einem zentra-len Thema und Problem von GCE zu machen. Universalismus kann in seinen unterschiedlichen Spielarten in unterschiedlichen Traditionen verwurzelt sein und die Anwendung universeller Werte und Prinzipien kann und sollte nicht im Sinne einer simplen ‚exercise in deduction' verstanden werden.…”

Section: Global Citizenship Education: Grundzüge Einer Universalistisunclassified

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The West and the Rest? Zur postkolonialen Kritik an Global Citizenship Education

Drerup¹

2020

ZEP

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The West and the Rest? Zur postkolonialen Kritik an Global Citizenship Education Zusammenfassung In diesem Beitrag verteidige ich eine universalistische Konzeption der Global Citizenship Education (GCE) gegen eine der zentralen Kritiken, die unter anderem im Rahmen von postkolonialen Theorieansätzen vorgebracht wurde. Diese Kritik moniert, dass GCE von genuin ‚westlichen Werten' ausgeht (z. B. in der Form einer Menschenrechtsbildung und-erziehung oder von Konzeptionen der Rationalität oder des Selbst), die weder universell akzeptiert seien, noch universelle Geltung beanspruchen könnten und daher illegitimer Weise Angehörigen nicht westlicher Kulturen und Gesellschaften pädagogisch aufoktroyiert würden. Gemäß dieser Kritik repräsentiert GCE nur eine weitere Variante von pädagogisch ambitionierten Rechtfertigungen eines hegemonialen und ungerechten globalen Regimes in der Tradition des westlichen Kolonialismus und Imperialismus.

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Section: Global Citizenship Education: Grundzüge Einer Universalistisunclassified

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The West and the Rest? Zur postkolonialen Kritik an Global Citizenship Education

Drerup¹

2020

ZEP

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“…in the name of 'education.' According to this critique, GCE, as a genuinely Western project, is based on an arbitrary extrapolation of particular 'Western values' (personal autonomy, individualism, human rights, democracy and liberalism), conceptions of rationality (such as 'instrumental rationality') and the self (such as the 'unencumbered self') in relation to other social and cultural contexts and is therefore pseudo-universalist, neo-imperialist and intolerant towards other traditions (see, for instance: Mignolo, 2009;Lee, 2014;Mouffe, 2015;Dill, 2015;Wischmann, 2018). As 'the latest version of the long march of the Enlightenment ideal of the liberated, tolerant self in Western liberal democracies' (Dill, 2015: 100), GCE seems to be grounded in a naive universalism, which projects its own standards on the world and thereby follows the same deeply unjust logic 35 See the critique of: Streeck, 2017.…”

Section: Global Citizenship Education the West And The Restmentioning

confidence: 99%

“…The dismissal of these ideals, because they are assumed to be solely of Western origin, would as a consequence undermine central aspects and preconditions of the postcolonial critique as an educational project. 44 In any case, the postcolonial critique is right in assuming that it is of pivotal importance for defenders of GCE to think about the particularities of their 42 GLOBAL CITIZENSHIP EDUCATION, GLOBAL EDUCATIONAL INJUSTICE AND THE POSTCOLONIAL CRITIQUE universalistic ambitions (Dill, 2015), as well as the problematic misuse of different forms of universalism or pseudo-universalism as a central topic of GCE. Universalism, to be sure, can have many particular roots in different traditions, and the application of universal values should not be understood as a simple exercise in deduction.…”

Section: Global Citizenship Education Global Educational Injustice Amentioning

confidence: 99%

Global Citizenship Education, Global Educational Injustice and the Postcolonial Critique

Drerup¹

2020

GJN

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This contribution develops a defence of a universalist conception of Global Citizenship Education (GCE) against three prominent critiques, which are, among others, put forward by postcolonial scholars. The first critique argues that GCE is essentially a project of globally minded elites and therefore expressive both of global educational injustices and of the values and lifestyles of a particular class or milieu. The second critique assumes that GCE is based on genuinely ‘Western values’ (e.g., in the form of a conception of human rights or conceptions of rationality or the self), which are neither universally accepted nor universally valid and therefore unjustly forced on members of non-Western cultures and societies. GCE, according to this critique, is assumed to be another version of the educational justification of a hegemonic and unjust global Western regime. The third critique focuses on the epistemological preconditions of GCE. It assumes that GCE relies on a particular, culturally embedded ‘Western epistemology,’ which perpetuates historically grown global educational and epistemic injustices by dominating and subjugating alternative epistemological approaches. With respect to the first critique I argue that it is to a certain extent sociologically plausible, but wrong when it is applied to the educational and political legitimacy of GCE. The second critique overestimates the consensus within the ‘Western tradition’ and underestimates the transnational dissemination of universalist ideals and values as well as its own reliance on universalist validity claims. I argue that in order to provide a plausible criticism of historically grown global educational and political injustices, it is imperative for GCE to integrate central insights provided by the postcolonial critique, without giving up on universalist ideals and values. The third critique is, according to my argumentation, based on flawed epistemological assumptions, which do not withstand critical scrutiny. Instead of identifying epistemic and scientific claims as the expressions of a particular ‘culture’ or geographical location (the ‘West’), I defend the position that philosophical and scientific research should ideally be conceived as a democratic and universalist project, whose emancipatory potential can only be realized on the basis of a universalist epistemology.

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Global Citizenship Education in European Multicultural Contexts: Opportunities and Challenges

Radhouane

Maleq

2020

Global Citizenship Education

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Deep societal changes resulting from globalization, increased cultural and ethnic diversity and the expansion of ICT (information and communication technology) have generated interest in the concept of global citizenship resulting in a growing body of literature on global citizenship education (GCE). Despite its attractiveness, GCE appears nevertheless conceptually fragile and difficult to implement in national contexts. This chapter provides a comparative perspective on conceptions and current challenges for citizenship education in three European countries: France, Switzerland and England. We analyze how contents associated with global dimensions are integrated into educational policies and curricula, thereby highlighting the similarities and differences between contexts. We illustrate how France and England have brought citizenship education and the promotion of 'national values' to the forefront of the political agenda, with the specific aim of preventing radicalization. Finally, we present considerations for the operationalization of GCE and argue that global citizenship may provide an opportunity to value multiple identities.

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The Longings and Limits of Global Citizenship Education

Cited by 178 publications

References 0 publications

The West and the Rest? Zur postkolonialen Kritik an Global Citizenship Education

The West and the Rest? Zur postkolonialen Kritik an Global Citizenship Education

Global Citizenship Education, Global Educational Injustice and the Postcolonial Critique

Global Citizenship Education in European Multicultural Contexts: Opportunities and Challenges

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