1 / 14

EXPLORING GLOBAL CITIZENSHIP

EXPLORING GLOBAL CITIZENSHIP. Dr Vanessa Andreotti Centre for the Study of Social and Global Justice School of Politics and International Relations The University of Nottingham. GLOBAL CITIZENSHIP IN THE UK MY POSITIONING REASEARCH QUESTION TELLING CASE STUDIES. CASE STUDY 1:

dyanne
Télécharger la présentation

EXPLORING GLOBAL CITIZENSHIP

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. EXPLORING GLOBAL CITIZENSHIP Dr Vanessa Andreotti Centre for the Study of Social and Global Justice School of Politics and International Relations The University of Nottingham

  2. GLOBAL CITIZENSHIP IN THE UK • MY POSITIONING • REASEARCH QUESTION • TELLING CASE STUDIES

  3. CASE STUDY 1: AWARD WINNING SCHOOL LINKS PROJECT “In 2001, her own visit to [village in Africa] with [another teacher] proved to be hugely influential – for them and the school. After a six-hour drive down the baked-red, single track road, the pair were greeted by the entire village. “I felt like Victoria Beckham”, says [the link coordinator]. “Every man, woman, child and chicken was running by the car shouting, ‘Akwaaba mebroni’ (‘Welcome white woman’). It was the most […] incredible thing I had ever done in my entire life” (Pulse of Africa - Times Educational Supplement, 4/3/2005). Stereotypes confirmed Learning from ‘them’ (drumming or that we can make a difference) “Helping them develop themselves”…

  4. CASE STUDY 2: MPH TRAINING FOR YOUNG ACTIVISTS Are you amazing? Do you want to be part of making poverty history? (Call for participants – Feb 2005)

  5. CASE STUDY 2: MPH TRAINING FOR YOUNG ACTIVISTS Imagine a huge ball room full of celebrities in black-tie. Look at the red carpet leading to a stage on the other side. Nelson Mandela is on the stage. He is holding the Activist of the Year Prize. He calls your name. You walk down that corridor. Everyone is looking at you. What are you wearing? How are you feeling? Think about how you got there: the number of people who have signed your petitions, the number of white wristbands you have sold, the number of people you have taken to the demonstration. You shake Mandela’s hands. How does that feel? He gives you the microphone. Everyone is quiet waiting for you to speak. They respect you. …Think about the difference you have made to this campaign! …Think about all the people you have helped in Africa…Now open your eyes and write down what you are planning to do to achieve your goals (Personal Notes NGOA, 2005:4). Are you amazing? Do you want to be part of making poverty history? (Call for participants – Feb 2005)

  6. CASE STUDY 3: SCHOOL LINKS FOR ‘CELEBRATING DIVERSITY’ I cannot understand why they wanted to stay here! I’m sure not all Indian people are deceitful… I can’t believe it! After all we have done for them… Teacher A: They are poor, but they are happy. They can teach us how to live with less. And they have supermarkets like us too. Teacher B: Their educational system is in the stone-age. In our schools we put up paintings and other things. They don’t put them up in Indian schools because they haven’t got much money. Teacher C: They are not in the stone-age. They are just a hundred years behind us.

  7. POLICY ANALYSIS 1: DEVELOPING A GLOBAL DIMENSION IN THE CURRICULUM (2000) • CULTURE • Other cultures have values, beliefs and traditions (never ‘knowledge’) that we ‘study’ – They are always local, exotic, ‘adding colour’ to our lives • Our knowledge/history – universal/of universal value/objective and ‘neutral’ • Contribution of other cultures to ‘Modern’ day (Maths/Science) • Potential for respect for difference but not equal worth (of knowledges and individuals)

  8. POLICY ANALYSIS 1: DEVELOPING A GLOBAL DIMENSION IN THE CURRICULUM (2000) • CULTURE • Other cultures have values, beliefs and traditions (never ‘knowledge’) that we ‘study’ – They are always local, exotic, ‘adding colour’ to our lives • Our knowledge/history – universal/of universal value/objective and ‘neutral’ • Contribution of other cultures to ‘Modern’ day (Maths/Science) • Potential for respect but not equal worth (of knowledges and individuals) • POVERTY • As a lack of attributes that ‘we’ possess (technology, education, literacy, civilisation) • Need to eradicate poverty (because of environmental degradation) • Foreclosure of the ‘making’ of poverty and of different epistemologies • ‘Civilising mission’ as the burden of the fittest

  9. POLICY ANALYSIS 2: Putting the World into World Class Education • ‘BUSINESS’ CASE • Life in a global society and work in a global economy • Learning from the ‘best’ (‘world class’) • Helping Africa by providing expertise (through AID) • Internationalising education (exporting education and attracting more international students)

  10. POLICY ANALYSIS 2: Putting the World into World Class Education • ‘BUSINESS’ CASE • Life in a global society and work in a global economy • Learning from the ‘best’ (‘world class’) • Helping Africa by providing expertise (through AID) • Internationalising education (exporting education and attracting more international students) On their return home many students maintain affection for and ties with the UK. This is hugely beneficial in terms of fostering mutual understanding and recognition between the UK and our international partners (DfES, 2004:17). We must […] do our best […] to form a class who may be interpreters between us and the millions whom we govern, a class of persons Indian in blood and colour, but English in taste, in opinions, words and intellect (Macaulay, 1835:729).

  11. So, what are the ‘practical’ challenges? • EDUCATIONAL AGENDA • Development of CRITICAL LITERACY • Moving BEYOND ETHNOCENTRISM • An ETHICAL RELATION TO DIFFERENCE • Tools for INDEPENDENT THINKING • Preparation for PARTICIPATORY DECISION MAKING • ACCOUNTABLE reasoning and action • Balancing ‘rights and justice’ with ‘CARE and RESPONSIBILITY’ • MAJOR SHIFT IN THINKING…

  12. If you are interested in ‘shifts in thinking’… • OSDE WEBSITE: WWW.OSDEMETHODOLOGY.ORG.UK • PROFESSIONAL DEVELOPMENT RESOURCE PACK • RESOURCES FOR SECONDARY SCHOOLS • TOE WEBSITE: WWW.THROUGHOTHEREYES.ORG.UK • ONLINE TEACHER EDUCATION STUDY PROGRAMME • E-MAIL:vanessa.andreotti@canterbury.ac.nz • THANK YOU!

  13. UNIVERSALISM RELATIVISM All perspectives are relative, therefore I cannot question or criticise any culture My perspective is universally right, others are simply wrong, everyone should think like me EVERYTHING GOES PARALYSIS NO ONE CAN INTERVENE ABSOLUTISM FUNDAMENTALISM EUROCENTRISM CRITICAL LITERACY: critical engagement with own perspectives and the perspectives of others

More Related