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1.
ABSTRACT

This paper analyzes global education policy and curricular documents in Singapore and Hong Kong. Using a discursive approach, we characterize curricular aims through various cosmopolitan perspectives. We posit that although touted as Asian global cities, Singapore and Hong Kong are cases where neoliberal and nation-centric educational agendas have effectively rebranded cosmopolitanism and tamed its transformative potential. To develop this argument, we review theories and critiques of cosmopolitan forms of global citizenship education deemed necessary to prepare young people for complex global social conditions. We discuss cosmopolitan principles on identity, values, and deliberation and draw on critical cosmopolitanism and Asian forms of cosmopolitanism to provide a discursive framework for analyzing curricular intentions in the two cases.  相似文献   

2.
In this article we defend a moral conception of cosmopolitanism and its relevance for moral education. Our moral conception of cosmopolitanism presumes that persons possess an inherent dignity in the Kantian sense and therefore they should be recognised as ends‐in‐themselves. We argue that cosmopolitan ideals can inspire moral educators to awaken and cultivate in their pupils an orientation and inclination to struggle against injustice. Moral cosmopolitanism, in other words, should more explicitly inform the work that moral educators do. Real‐world constraints on moral action and the need to prioritise one’s sometimes conflicting responsibilities will often qualify cosmopolitan justice as supererogatory. This fact does not absolve persons from aspiring to see themselves as having the moral obligation to help others in need, while recognising that their factual obligations are more modest in being bound by what they are actually able to do.  相似文献   

3.
In the past, philosophers discussed cosmopolitanism as a normative ideal of allegiance to humanity as a whole. A debate among social theorists, however, has examined cosmopolitanism as an incipient empirical phenomenon: an orientation of openness to foreign others and cultures. This paper introduces actor‐network theory to elaborate the social‐theoretical conception of cosmopolitanism. In light of the actor‐network theory of cosmopolitanism, the paper proposes cosmopolitan education that aims to foster in students three dispositions: to extend attachments to foreign people and objects; to understand transnational connections in which their lives are embedded; and to act on these attachments and understandings to effect transformations across national borders. Through this three‐fold cosmopolitan education, students will grow to be citizens of the world who traverse national borders dialogically by virtue of their transnational attachments, understandings, and actions.  相似文献   

4.
ABSTRACT

The 2015–2016 South African higher education students’ movement proved historical for our country in bringing to our dinner tables: issues of higher education transformation and decolonisation; institutional culture(s); curriculum reform; the need to foreground and make inclusive assessment in education; the coloniality in our knowledge production, and more. Influenced by the emergence of the student movements and the critique they have brought to South African higher education, we bring to the fore the often silent critical reflections on the purposes of higher education in general, and in South Africa especially, as they relate to teaching and learning. We propose that the purposes of higher education in relation to teaching and learning ought to respond to (1) context, (2) democratic difference, and (3) cosmopolitan perspectives. We argue that discourses, phases and logics about South African higher education have tended to disregard and, at times, blur the context and differences as well as cosmopolitan perspectives. Using the notion of Ubuntu-Currere, we re-imagine how teaching and learning could respond to context, difference and cosmopolitanism with examples from the South African higher education experience.  相似文献   

5.
ABSTRACT

In this article, I highlight the emergence of a cosmopolitan turn in Literature education as observed in teachers’ beliefs and practices in Singapore schools. Central to the cosmopolitan turn is the view that Literature education should not be disengaged from real-world connections to others particularly those who are marginalized and oppressed in the world. In the first part of this article, I describe core principles informing a cosmopolitan approach to teaching Literature that is distinct from previous movements. In the second part, I utilize case studies of Literature teachers from four secondary schools in Singapore to discuss key tensions resulting from teachers’ attempts to foster cosmopolitan sensitivities. These tensions point to the propensity for Literature education to prioritize a form of universalism that neglects the dynamic interconnections between national and global identity; to encourage a human capital approach to education where cosmopolitanism is co-opted to strategically benefit elites and to perpetuate passive rather than active cosmopolitan engagement with justice. I suggest that awareness of these tensions can enable educators to develop more holistic and ethically grounded cosmopolitan Literature education where all students can be equipped with critical and empathetic capacities to navigate diverse and conflicting values in our global age.  相似文献   

6.
This paper considers the nature of citizenship found in recent republican cosmopolitan work within political theory. It argues that republican cosmopolitanism, which seeks to recognise the importance of both cosmopolitan and active citizenry within global political communities, offers important insights through which the nature of global citizenship education may be understood. After identifying the central substantive tenets of republican cosmopolitanism, key issues raised by these for citizenship education are discussed. It is suggested that citizenship education can benefit conceptually from understanding and interrogating global issues from a republican cosmopolitan perspective, and that in turn recourse to republican cosmopolitan ideas raises important questions concerning the nature and focus of global aspects of the citizenship curriculum.  相似文献   

7.
ABSTRACT

This paper looks at how cosmopolitanism is practised amongst Singaporeans who have experienced Singapore’s education reform in the 1990s. Cosmopolitanism in Singapore is tied to state-intervention with a national orientation. To complement Singapore’s push towards cosmopolitanism, the education reform in the 1990s promoted the idea of a national citizen with a global orientation. I looked at 40 Singaporeans born after the year 1990 to investigate cosmopolitan attitudes that have emerged from the tensions between cosmopolitanism and nationalism. To meet the state’s ideals of cosmopolitanism, these Singaporeans employed strategies to practice a particular form of cosmopolitan openness which prioritise national interests. Nationalism and cosmopolitanism co-exist in Singapore and share a dialectic relationship as I argue that these Singaporeans are global national citizens.  相似文献   

8.
In this article, I will argue that the implementation of deliberative democracy needs to be supplemented by a specific political morality in order to cultivate free and equal citizens in exercising public reason for achieving a cooperative and inclusive liberal society. This cultivation of personality is literally an educational project with a robust ethical ambition, and hence, it reminds us the orthodox liberal problem concerning the relation between the state and its citizenship education. Following Callan’s reformulation of the political conception of the person, I will argue that Rawls’s political liberalism can accommodate the ethical demand of deliberative citizenship education. Liberal civic education should legitimately specify its own ethical endowments for active citizenship and need not shy away from making proposals on the cultivation of liberal character that might result in influencing individual’s conception of the good. Rawls’s theory thus redefines the state neutrality problem on education and paves the way for a framework of deliberative citizenship education.  相似文献   

9.
This paper is situated in the re-visioning ethos that has been part of the genealogy of multicultural education. In the context of teacher education, the authors ask: where to now? In this paper, they reflect on their design and delivery of a new undergraduate unit offered by the School of Education, University of Western Sydney. The unit attempted to work through ideas of ‘cosmopolitanism’ as a way of rethinking diversity education for the twenty-first century. The paper offers a critical review of multiculturalism in teacher education and examines theories associated with cosmopolitanism in the education context. The authors examine the ways in which a ‘cosmopolitan imagination’ might have relevance in contemporary contexts of diversity in Australia, and particularly in the western and south-western Sydney region in which they teach.  相似文献   

10.
In this paper, I discuss globalisation as an empirical reality that is in a complex relation to its corresponding discourse and in a critical distance from the cosmopolitan ideal. I argue that failure to grasp the distinctions between globalisation, globalism, and cosmopolitanism derives from mistaken identifications of the Is with the Ought and leads to naïve and ethnocentric glorifications of the potentialities of globalisation. Conversely, drawing the appropriate distinctions helps us articulate a more critical approach to contemporary cultural phenomena, and reconsider the current place and potential role of education within the context of global affairs. From this perspective, the antagonistic impulses cultivated by globalisation and some globalist discourse are singled out and targeted via a radicalization of educational orientations. The final suggestion of the article concerns the vision of a more cosmopolitically sensitive education.  相似文献   

11.
ABSTRACT

Cosmopolitanism has become an influential theory in both political and, increasingly, educational discourse. In simple terms cosmopolitanism can be understood as a response to the globalised and diverse world in which we live. Diverse in nature, cosmopolitan ideas come in many forms. The focus here is on what have been termed ‘strong’ ethical forms of cosmopolitanism; that is, positions which conceptualise moral bonds and obligations as resulting from a shared, common humanity. The view that pupils should be taught that all human beings are equal and, crucially, that this entails a responsibility to take action when human equity is challenged or transgressed, is finding increasing expression within educational literature. The suggestion explored here is that strong forms of ethical cosmopolitanism are limited in ways which seriously restrict their educational worth. In the final section, it is argued that forms of cultural and political cosmopolitanism (which are part of the lived experiences of intra- and supra-national citizenship) are best responded to by developing the requisite virtues in pupils to engage with diverse and dialogic communities.  相似文献   

12.
This paper examines ideas of cosmopolitanism, particularly social theorists’ interests in a cosmopolitan ‘disposition’, to consider how religiously diverse students experience campus life in a multi-faith Australian university. We draw on data from focus-group interviews conducted with students from Muslim, Christian, Spiritual, and Atheist student-groups to contribute empirical insights into theoretical debates about cosmopolitanism. We show how students understand religious relations in a university campus in multiple ways; moving back and forth between relations of religious openness and tension in different institutional scenarios. In light of these findings, we reflect on the possibilities of fostering ‘cosmopolitan religiosity’ in higher-education settings and demonstrate the limits of a liberal multicultural approach to religious diversity.  相似文献   

13.
Curriculum and the idea of a cosmopolitan inheritance   总被引：4，自引：3，他引：1  
The ancient idea of cosmopolitanism is a topic of renewed interest today. Scholars and practitioners in many fields are examining what it means to conceive all human beings as linked by their membership in a shared cosmos. Some people focus on political cosmopolitanism, others on moral, cultural, or economic cosmopolitanism. This paper examines educational cosmopolitanism by elucidating the idea of curriculum as a cosmopolitan inheritance. It argues that curriculum can generate a cosmopolitan sensibility, by which one means an outlook that regards life experience as universally educational. It suggests that a cosmopolitan sensibility can assist people in working through some of the tensions that accompany global and local change in our time. It can position them to reconstruct creatively cultural and individual values rather than abandon them in the face of the ceaseless pressure of globalization. A cosmopolitan sensibility edifies human beings by helping them perceive why all persons, in principle, can be creative guardians and practitioners of creativity itself.  相似文献   

14.
全纳教育的核心内涵就是教育公平.特殊儿童作为弱势群体中一个规模较大的群体,在其接受教育时,用全纳教育的思想指导,更有利于特殊儿童享受公平的教育权利.本文基于全纳教育视角,试图从受教育权利平等、教育过程的公平及教育结果的公平三个方面论述教育公平理念,并在此基础上提出促进全纳教育的发展是促进特殊儿童教育公平的有效途径.  相似文献   

15.
This qualitative study explores the possibilities of reframing multicultural teacher education in the context of critical cosmopolitanism. I examine the ways in which 34 pre-service and in-service teachers learn to teach diversity and multicultural issues in their curriculum. I use three sets of coursework materials, including course discussions, small group presentations, and midterm and final papers to investigate their conceptualisations of diversity and equity issues in education. I present two salient themes as they reframe to teach diversity by reviewing both local and global conflicts: (a) analysing the frame of recognition and (b) revisiting the notions of self-other and interrelationality. Butlerian theory of recognisability provides an important theoretical and pedagogical approach for exploring the conditions of recognition as liveable life, rather than focusing on what works best for increasing teachers’ cosmopolitan awareness. Teacher education programmes could benefit from critical cosmopolitanism when implementing a theoretical and pedagogical strategy for teaching diversity within a global context.  相似文献   

16.
ABSTRACT

Cosmopolitanism and its application for education in western societies has been well examined. Yet cosmopolitanism in society and in education has not been systematically explored in many Asian societies. Facing a large number of people from diverse backgrounds, the society and its education system in Hong Kong are troubled by issues similar to those found in western postindustrial societies, related to cultural and national belonging and identity. Prejudice and racism towards ethnic minorities – particularly those from South Asia and Africa, is quite common. Additionally, animosity and hostility to mainland Chinese newcomers has increased and intensified in the context of Hong Kong’s “repoliticization” after its 1997 handover. This article aims to explore how cosmopolitanism is understood, valued, and approached in Hong Kong education. We start by exploring the role of decolonization and nationalization in political education in Hong Kong. We then discuss cosmopolitanism, and consider how it impacts particular social and educational issues in Hong Kong. We also provide an analysis of discourses on cosmopolitanism taken from Hong Kong General Studies and History textbooks, to identify challenges faced in facilitating cosmopolitan values, a balance of identities, and global citizenship in Hong Kong education.  相似文献   

17.
What does the take-up of new technology have in common with the adoption of inclusive pedagogies to support students with additional needs in regular classrooms? Both are profound changes in the way we do things. Both are in response to changes in society. Both are championed by true believers and villainised by those more resistant to change. In this paper I consider why inclusive education has been so difficult to sell within schools, despite empirical evidence that is highly supportive of this practice. I review meta-analyses on the academic outcomes of students with disability in inclusive and segregated environments and discuss why the apparent benefits of this approach are not universally appreciated by Australian classroom teachers. I then compare the adoption of inclusive education with the uptake of innovative technology to develop an appreciation of what may be required for teachers to gain an understanding and commitment towards inclusive education.  相似文献   

18.
In this article, I explore the question of how a cosmopolitan perspective on education could be understood from curriculum-based activities in classrooms. Assuming that there is a cosmopolitan potential in curriculum content as such, I draw on David Hansen, Anthony Kwame Appiah and Donald Davidson to argue that cosmopolitanism at the classroom level needs to be understood from both a moral and a communicative perspective. In this article, the focus is on the latter. A communicative understanding of cosmopolitanism emphasizes the relational stance to the other and to the social and physical world. The conditions for cosmopolitan dialogues are understood in the curriculum as shared environment, cosmopolitan curiosity and reciprocal communicative respect based on the recognition of responsibilities towards others in a shared world. The characteristic of cosmopolitan conversation is its potentiality.  相似文献   

19.
In this paper we argue that the socialist kindergarten in Hungary (1948–1989) was set up to aid the modernizing of a nation in a particular way and in a historical and political context in which the only way forward was to leave behind aspects of the past and start a new chapter in Hungarian history. Comparing this project to the “cosmopolitan” project discussed by Thomas Popkewitz, we argue that kindergarten education was more similar to education in the fictionalized West than previously thought. By reading socialist kindergarten education, curriculum, and pedagogy as part of the broader “cosmopolitan project”, we show how particular civic/civil habits, behaviour, and morals were formed to produce modern citizens, often in contradistinction to stated socialist ideology. We also explore regional versions of cosmopolitanism that are attached to the developing nation-state and the creation and violent negotiations of what it means to be Hungarian, against the background of the region’s rich cultural and ethnic diversity.  相似文献   

20.
The idea of cosmopolitanism is emerging as an explicit aim of the Korean educational system. Over the course of its 5,000-year history, Korea has been characterized by a largely homogeneous population. In recent years, however, it has begun to face the challenges of a multicultural society, and thus the notion of cosmopolitanism plays an important role in providing a vision for the reinterpretation of Korean identity. The purpose of this study is to explore how cosmopolitan perspectives have been reflected in recent changes to the Korean national curriculum. To achieve this aim, the study analyses national curriculum documents put in place after the mid-1990s, when great debates over educational reform emerged in the wake of globalization. In particular, the study focuses on two aspects of the manifestation of cosmopolitan perspectives: the policies associated with the Korean national curriculum, and the contents of the social studies and moral education curricula. The study concludes with a discussion of the conflicts surrounding the idea of cosmopolitanism in the Korean national curriculum.  相似文献   

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