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Vanessa de Oliveira (Andreotti) Professor of Global Education University of Oulu, Finland Ethical Globalism in.

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Presentation on theme: "Vanessa de Oliveira (Andreotti) Professor of Global Education University of Oulu, Finland Ethical Globalism in."— Presentation transcript:

1 Vanessa de Oliveira (Andreotti) Professor of Global Education University of Oulu, Finland Ethical Globalism in Education

2 I NTERCULTURAL T EACHER E DUCATION MA in ED UCATION and GLO BALIZATION E DUCATION D IVERSITY G LOBALIZATION & E THICS RESEARCH GROUP ( EDGE ) POSTCOLONIAL STUDIES SIG CHAIR (AERA) ETHICAL INTERNATIONALISM RESEARCH NETWORK (WERA) MY WORK

3 (CRITICAL) INTERCULTURAL TEACHER ED PROGRAMME ITE MA graduates are qualified teachers who are able to: exercise socially responsible leadership in the field of intercultural, and global education conduct and utilize research creatively as a basis for teaching, learning, curriculum design and assessment make informed and ethical decisions in complex and diverse education environments in local and global contexts work ethically and productively in partnership with diverse individuals, groups, families, communities examine the constantly changing nature of education and society, recognizing professional development as a collaborative process of lifelong and lifewide learning exercise professional autonomy and participate in the co- construction of the curriculum

4 EDGE Research Group International, inter-disciplinary and cross-sectoral research collaborations and seminars in the areas of global citizenship, ethical globalism, language and culture, global, intercultural, multicultural, indigenous, anti-racist and transformative education, critical and post-critical pedagogies, pedagogies of difference and dissensus (radical democracy) EDGE is committed to ethical internationalism, epistemological pluralism, North-South-East-West dialogue, intellectual and theoretical rigor, research based education and the creation of an equitable, vibrant, safe and constructive collaborative atmosphere for research and research training.

5 Local/Global Contexts Local/Global Contexts Other Self Perceptions Relationships & Flows Perceptions Relationships & Flows Perceptions Relationships & Flows GLOBALISATION: advanced capitalism, vast international migration, ecological fragility, technological interconnectivity, cultural hybridity and reconfiguration of political power (Todd, 2009). (Andreotti, Souza, Räsänen & Forghani, 2007) GLOBAL EDUCATION GE GE as ENLARGEMENT of possibilities for living together in COMPLEX, DIVERSE, UNCERTAIN & UNEQUAL GLOBAL SOCIETIES

6 OUTLINE Global Imaginaries Reflection or reflexivity? Engaging with different discourses Dispositions and Encounters Theorizing teaching and learning Student teachers dispositions Discursive strand of postcolonial theory (informed by poststructuralism): Theory as tool-for-thinking rather than description-of-truth

7 Imagine a field of corn with ripe corn cobs Harvest your corn and take off the husks Place all your corn cobs in front of you Compare your corn cobs to the corn cobs in the picture... Hegemonic ethnocentrism: Arrogance and deafness to what does not fit ones global framework GLOBAL IMAGINARIES

8 Normalization of social hierarchies Denial of heterogeneity GLOBAL IMAGINARIES

9 genderized, sexualized, racialized world (Morrison, 1992:4) of unequal divisions of vulnerabilities, wealth and labour (Spivak, 1999:45 ). GLOBAL/DEVELOPMENT EDUCATION: imagining social change beyond practices that are ethnocentric (projecting one view as universal), ahistorical (forgetting historical/colonial relations), depoliticised (forgetting own ideological location), paternalistic (seeking affirmation of superiority through knowing the other or the provision of help) and hegemonic (using and benefiting from unequal relations of power) LEARNING FROM RECURRENT MISTAKES OF THE PAST/PRESENT IN ORDER TO BE ABLE TO MAKE DIFFERENT MISTAKES IN THE FUTURE.

10 REFLECTION or REFLEXIVITY? What we say, do, think Individual experiences Collective referents ( DISCOURSES) ontological and epistemological assumptions Self-reflection: what I think and why (in terms of my personal experiences) Self-reflexivity: collective referents and stories about what is real, knowable and ideal Self-awareness

11 ENGAGING DIFFERENT DISCOURSES ISSUE Other (s) ? Critical humanist Social engineering as fair distribution done by (ordinary) people Technicist: Social engineering as economic rationalization decided by experts Humanist: Social engineering as human progress decided by representatives universal raeson, unanimous consensus, antropocentrism cartesian subject (conscious awareness of self ), teleological thinking (aiming at defined goals) non-cartesian, non-teleological, non-anthropocentric, etc. SOCIAL CHANGE

12 THEORIZING TEACHING/LEARNING COGNITIVE AFFECTIVE (EMBODIED, NOT ALWAYS CONSCIOUS) PERFORMATIVE/ POLITICAL FROM SOCIALIZATION INTO ABSOLUTE CERTAINTIES TOWARDS SOCIALIZATION INTO PROVISIONAL CERTAINTIES (Andreotti, 2010) FROM SOCIALIZATION INTO ANTAGONISM TOWARDS SOCIALIZATION INTO AGONISM (Mouffe 2005, Todd 2009) FROM SOCIALIZATION INTO RELATIONSHIPS GROUNDED ON CONSENSUS TOWARDS SOCIALIZATION INTO RELATIONSHIPS GROUNDED ON ETHICAL IMPERATIVE TO RELATE BEFORE WILL (Maturana, 2002, Spivak 1994) TEACHING/LEARNING: NOT LINEAR, NOR INDIVIDUAL FROM COMPETENCIES TOWARDS DISPOSITIONS

13 international mobility experience bringing your home with you when you travel understand the other within your own framework open to being taught by and being exposed to the world Being at home in a plural and undefined world: enlargement of worldview Attempt to have all worlds into ones world: fusion of perspectives /projected sameness Three dispositions of global mindedness Based on Hannah Arendt Projection of own world as everyone elses world: singular truth /hierarchical differences (Biesta, Andreotti, Ahenakew 2011) ENCOUNTERS EQUIPPING DISARMING

14 ITE TEACHERS DISPOSITIONS self-reflexivity as a commitment to analyzing critically the collective referents and political projects of our individual thoughts so that we can see ourselves implicated in the issues/problems we are trying to address open/global mindedness so that we will develop the strength and resilience necessary to construct other possible worlds together with others critical historical memory so that we can learn to heal our historical pains, to learn from the past and only make different mistakes in the future okness within the self so that we can learn to live with – and not be overwhelmed by – uncertainty, complexity, multiplicity and agonistic conversations humbleness as a safeguard against seeing ourselves as heading humanity relationality, mutuality, reciprocity, hospitality so that we develop the capacity to create solidarity particularly with others who disagree with us divergent thinking and intellectual autonomy to keep conversations always open and alive for ourselves, for others and for generations to come.

15 IF YOU ARE INTERESTED... My work can be found at: Andreotti, V. (2011). Actioniable postcolonial in education. New York: Palgrave. Andreotti, V., Souza, L. (Eds.) (2011). Postcolonial Perspectives on Global Citizenship Education. New York: Routledge. Andreotti, V. (Ed.) (2011). The political economy of global citizenship education. Special double issue of Globalisation, Society and Education, 9(3-4). I recommend: Sharon Todd (2009) Towards an imperfect education Chantall Mouffe (2005) On the political Walter Mignolo (2007) Critical cosmopolitanism Gert Biesta (2009) Beyond learning George Sefa Dei (2009) Teaching Africa Paulo Freire (2002) Pedagogy of Freedom


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