1. Education for Cosmopolitan Citizenship: utopian ideal or rights- based realism? National Educational Association and National Union of Teachers project: Magna Carta as a reference point 15-16 April 2008 Audrey Osler Centre for Citizenship and Human Rights Education University of Leeds, UK A.H.Osler@leeds.ac.uk www.leeds.ac.uk/cchre

2. Zola High School, Khayelitsha: learning from learners

3. ‘You must see this film. It is about our lives.’

4. Scenes from Yesterday

5. Britishness, British values and the teaching of history

6. Britishness and British values  ‘liberty, responsibility, fairness’ Gordon Brown  ‘belief in democracy, the rule of law, tolerance, equal treatment for all’ Tony Blair  The values… are not exclusively British … they are the common values reflected in the Charter of the United Nations’ Jack Straw  Democracy, freedom of speech, equality + common traditions: language, sense of humour Trevor Phillips

7. British history: the golden thread of liberty  1215 King John signs Magna Carta at Runnymede  William of Orange signs Bill of Rights 1689  4 great Reform Acts (contemporary cartoon 2 nd Reform Act 1867 enfranchisement of male householders)  British government accountable to the people

8. America: our nightmare? … for all of us who care about racial equality and integration, America is not our dream, but our nightmare. … There I think the focus is purely on equal rights for different groups. Amongst America’s hyphenated identities, the part of their identity that marks them out as different seems to have become as important, even more important, than the part that binds them together. Trevor Phillips 2005

9. What does it mean to be an American citizen?

10. Let America be America Again Let America be America again. Let it be the dream it used to be. Let it be the pioneer on the plain. Seeking a home where he himself is free. (America never was America to me.) Let America be the dream the dreamers dreamed….

11. Outline: education for cosmopolitan citizenship - utopian ideal or rights- based realism? the changing context of citizenship education the changing context of citizenship education changing conceptions of citizenship education within a globalized world changing conceptions of citizenship education within a globalized world cosmopolitanism and education for cosmopolitan citizenship cosmopolitanism and education for cosmopolitan citizenship

12. The cosmopolitan imagination conceptualizing the global community as cosmopolitan conceptualizing the global community as cosmopolitan re-imagining the nation as cosmopolitan and re-imagining the nation as cosmopolitan and acknowledging this as a strength acknowledging this as a strength learning to recognize, respect and value diversity at a local level learning to recognize, respect and value diversity at a local level

13. The changing context of citizenship education Education for democratic citizenship is at the top of policy agendas across the globe Education for democratic citizenship is at the top of policy agendas across the globe Globalization Globalization Political climate dominated by discourses of security, wars on terrorism, search for world peace Political climate dominated by discourses of security, wars on terrorism, search for world peace Response to perceived tensions as nation-states start to acknowledge diversity Response to perceived tensions as nation-states start to acknowledge diversity In Europe many countries are developing multicultural / intercultural elements to citizenship education programmes In Europe many countries are developing multicultural / intercultural elements to citizenship education programmes

14. Globalization and nationalism Globalization and nationalism as co-existing and sometimes conflicting Globalization and nationalism as co-existing and sometimes conflicting Shifting challenges as different forms of racism, such as Islamophobia, gain ground Shifting challenges as different forms of racism, such as Islamophobia, gain ground Intercultural citizenship education needs a global perspective because nationalist perspectives may engender racist attitudes and discourses. Intercultural citizenship education needs a global perspective because nationalist perspectives may engender racist attitudes and discourses. Education for cosmopolitan citizenship provides an alternative to nationalist citizenship education Education for cosmopolitan citizenship provides an alternative to nationalist citizenship education

15. Six key contextual factors global injustice and inequality global injustice and inequality globalization and migration globalization and migration concerns about levels of civic and political engagement concerns about levels of civic and political engagement a perceived youth deficit, expressed as a double deficit when applied to visible minorities and migrant communities; a perceived youth deficit, expressed as a double deficit when applied to visible minorities and migrant communities; end of the cold war; end of the cold war; concerns about the growth of anti democratic and racist movements concerns about the growth of anti democratic and racist movements AND NOW security AND NOW security

16. Changing conceptions of citizenship education Remedy for declining social cohesion Remedy for declining social cohesion European international bodies (Council of Europe/ European Commission) advocate multicultural / intercultural education as an essential component of citizenship education European international bodies (Council of Europe/ European Commission) advocate multicultural / intercultural education as an essential component of citizenship education At national levels a continued emphasis on education for national citizenship At national levels a continued emphasis on education for national citizenship

17. Intercultural education and intercultural evaluation Intercultural education and intercultural evaluation Common emphasis on separateness of cultures and sensitivity to other cultures Common emphasis on separateness of cultures and sensitivity to other cultures Common teacher dilemma: respect everything ? Common teacher dilemma: respect everything ? Intercultural evaluation is a critical evaluation of cultures, including one’s own Intercultural evaluation is a critical evaluation of cultures, including one’s own

18. Intercultural evaluation and human rights Universally agreed principles Universally agreed principles All cultures have strong and weak points All cultures have strong and weak points Cultures are not static Cultures are not static Recognition of both difference and similarity Recognition of both difference and similarity Recognition and analysis of power Recognition and analysis of power Tensions and conflicts between and within groups Tensions and conflicts between and within groups Provisional assessments subject to further processes of enquiry Provisional assessments subject to further processes of enquiry

19. Cosmopolitanism Enlightenment philosophy: Kant (1724 – 1804) Enlightenment philosophy: Kant (1724 – 1804) Global vision embraces all human societies Global vision embraces all human societies Based on the dignity and inherent rights of individuals as members of a universal humanity Based on the dignity and inherent rights of individuals as members of a universal humanity

20. Universal Declaration of Human Rights and cosmopolitanism Whereas recognition of the inherent dignity and of the equal and inalienable rights of all members of the human family is the foundation of freedom, justice and peace in the world … (UDHR: preamble, 1948) (UDHR: preamble, 1948)

21. Human rights as universal standards World Conference on Human Rights, Vienna 25 June 1993 Re-affirms the commitment of 171 member states (99% world’s population) and NGOs to the Universal Declaration of Human Rights

22. The cosmopolitan citizen views herself as a citizen of a world community based on common human values Anderson-Gold (2001:1)

23. Cosmopolitan citizenship The cosmopolitan ideal combines a commitment to humanist principles and norms, an assumption of human equality, with a recognition of difference, and indeed a celebration of diversity (Mary Kaldor, 2003 )

24. John Dewey (1916): nationalism replaces cosmopolitanism In Europe the movement for state education was associated with nationalistic movements In Europe the movement for state education was associated with nationalistic movements Education became a civic function identified with building the national state. Education became a civic function identified with building the national state. Cosmopolitanism gave way to nationalism and loyalty to the state rather than humanity Cosmopolitanism gave way to nationalism and loyalty to the state rather than humanity Education of the citizen of the state rather than the "man," became the aim of education. Education of the citizen of the state rather than the "man," became the aim of education.

25. Cosmopolitanism: negotiating multiple identities and loyalties The principle of each individual being a citizen of just one nation-state no longer corresponds with reality for millions of people who move across borders and who belong in various ways in multiple places (Castles, 2004:18)

26. Developing democratic citizens: building on student identities and experiences in communities

27. Young people’s identities and place [I was] born and bred in Leicester. Parents from India and Africa (Ranjit) [I was] born in London. I didn’t like London because it was overcrowded and people didn’t care about anyone but themselves and not friendly – just getting on with their own lives. …I like living in Leicester because it’s multicultural. I like the fact that even though we live in Britain our culture is kept alive! There are many different languages taught in Leicester including Gujarati, Punjabi (Asha)

28. Young people’s identities and mobility I am from Malawi and I was born in Leicester in the General Hospital. My father and mother are from Malawi and my grandmother is from India. We left Malawi because almost every day people were getting shot in their houses and one of them was my neighbour (Abdul) I was born in Dominica (the Caribbean) but I came to England when I was only three. First I lived in Highfields with my mum and dad, then they split up an I lived with my dad in Beaumont Leys. Then we moved to Braunstone and I lived there for about seven years (Thabo)

29. Self-definitions – hybridity, culture and religion I am Hindu, born in Leicester and proud of being a Hindu (Wayne) I believe in God. I am a Hindu, my language is Gujarati and I like my religion. I HATE people who are RACIST! I don’t have a problem with people who have a different culture than me, I mix with other religions. I am a very strong believer in God (Nadeera) I’m Asian and my religion is Islam. I live in a multicultural area with Christians, Sikhs, Muslims and Hindus (Najma)

30. Concepts of community I quite like my community where I live because I get a good view of everything. I have very good neighbours – they are very friendly. At the bottom of my street I have a small park and pond. Old people go there for a walk, it’s a small pond. In the summer little kids go there to play. This is St Peter’s Church. I see lots of people go. I see weddings, funerals. This is the big mosque in St Peter’s. Lots of people go there every Friday to pray. The mosque is just behind my house. When it’s a big day, I always go up in the attic to see people and get a very good view (Rehana)

31. Cosmopolitan democratic space Cosmopolitan citizenship requires international joint action to ameliorate the condition of the most vulnerable groups in world society and to ensure that they can defend their legitimate interests by participating in effective universal communicative frameworks. (Linklater 1998:206).

32. Cosmopolitanism and patriotism: a partnership I am saying that we have no choice but to be cosmopolitans and patriots, which means to fight for the kind of patriotism that is open to universal solidarities against other, more closed kinds (Taylor 1996:121)

33. Education for cosmopolitan citizenship Education for cosmopolitan citizenship …implies a broader understanding of national identity; it requires recognition that British identity, for example, may be experienced differently by different people. (Osler and Vincent, 2002: 124)

34. Citizenship education and national identity A citizen’s racial, cultural, language, and religious characteristics often significantly influence whether she is viewed as a citizen within her society. (Banks, 2004: 5)

35. Dewey and democratic dialogue In order to have a large number of values in common, all the members of the group must have an equable opportunity to receive and to take from others. There must be a large variety of shared undertakings and experiences. (Dewey, [1916] 2002: 97-8)

36. Experience and participation Students should be taught knowledge about democracy and democratic institutions and provided opportunities to practice democracy. Banks et al. (2005) Democracy and Diversity: principles and concepts for educating citizens in a global age.

37. Citizenship and multiculturalism in England: some challenges Whose knowledge? multicultural education has always slightly worried me rather than education in a multicultural context multicultural education has always slightly worried me rather than education in a multicultural context (Government advisor on citizenship education) Problems with language and terminology Cultural minority became pejorative and multicultural was okay politically as I say in the 80s, allowing multicultural but crossing out antiracism. But by the end of the 90s yes even multicultural had become, oh dear pejorative Cultural minority became pejorative and multicultural was okay politically as I say in the 80s, allowing multicultural but crossing out antiracism. But by the end of the 90s yes even multicultural had become, oh dear pejorative (Academic adviser to Government)  I think there’s a nervousness about talking about racism because …I think it can lead to a defensiveness amongst people in the system and I think that has created a nervousness about using the language of racism (Former education minister) The word multiculturalism has, again starting in America and Australia too for that matter, even Canada, has come to be, in some circles, it’s a pretty all purpose swear word, as it were … negatively loaded. (Trainer and former local government inspector)

38. Positive initiatives Education for all We have been running …this course …which is about schools, all white schools tackling issues to do with racism and looking at how schools can tackle these issues. We have been running …this course …which is about schools, all white schools tackling issues to do with racism and looking at how schools can tackle these issues. Recognizing the cosmopolitan reality: transcending national boundaries So issues to do with racism are live issues with the different teaching bodies [in Europe] in the former Yugoslavia who have been part of movements that have been slaughtering each other on the basis of ethnic differences. So you know within …the last decade we’ve seen these things happening in Europe. So issues to do with racism are live issues with the different teaching bodies [in Europe] in the former Yugoslavia who have been part of movements that have been slaughtering each other on the basis of ethnic differences. So you know within …the last decade we’ve seen these things happening in Europe. A new consensus?  Multicultural education is educating for a diverse society, recognising the diversity of society but also recognising that there are structural inequalities which need to be addressed in order for us to have the kind of equality of treatment … there seems to be more of a consensus across the party political divide on that kind of definition that there would have been, say, thirty years ago

39. Facing challenges and taking risks It is easy to become cynical about our ability to change systems, about working for peace and justice, about human rights flouted in so many places throughout the world. Archbishop Desmond Tutu

40. Education for cosmopolitan citizenship, human rights and diversity Teachers, Human Rights and Diversity: educating citizens in multicultural societies Trentham, 2005 Changing Citizenship: democracy and inclusion in education Open University Press 2005 www.leeds.ac.uk/cchre