Suchergebnisse

Der Beitrag enthält Überlegungen zum Bildungsdiskurs über Alterität und aktive Partizipation und deren Implikationen für die Schulbildung, insbesondere die Staatsbürgererziehung. Ziel ist es, den Bildungsdiskurs als Produkt einer dialektischen Evolution zu entlarven und die Implikationen dieser Annahme mit Bezug auf die Ideale Demokratie, Gleichberechtigung, Partizipation und soziale Gerechtigkeit zu beleuchten. Die Autorin plädiert für die Einführung einer kritischen, theoretisch-philosophischen Reflexion in der Schulbildung, für Strategien des "Entlernens" und für eine Hinterfragung der vermittelten Werte wie Freiheit, Demokratie und Entwicklung. (ICH).

In this paper we intend to explore the potential of the WSF as a space to promote the emergence of a new culture of politics – as a new way of making meaning about the world, of "thinking beyond modernity" and "imagining otherwise". We start with an analysis of the ethics of the Forum and what we see as limitations for creating the conditions of nurturing such a way of thinking politics. We then examine the types of ethics, vision of the other world (utopia) and pedagogical strategies that could promote a more open and inclusive culture in order to bring in new actors into the space, to inspire other initiatives and to create new kinds of agency and relationships within the participants of the Forum. We argue that an emphasis on the promotion of the Forum as a pedagogical space can expand and increase its impact as a catalyst for change in society.

In this paper we intend to explore the potential of the WSF as a space to promote the emergence of a new culture of politics -- as a new way of making meaning about the world, of "thinking beyond modernity" & "imagining otherwise." We start with an analysis of the ethics of the Forum & what we see as limitations for creating the conditions of nurturing such a way of thinking politics. We then examine the types of ethics, vision of the other world (utopia), & pedagogical strategies that could promote a more open & inclusive culture in order to bring in new actors into the space, to inspire other initiatives & to create new kinds of agency & relationships within the participants of the Forum. We argue that an emphasis on the promotion of the Forum as a pedagogical space can expand & increase its impact as a catalyst for change in society. 11 References. Adapted from the source document.

As societies face unprecedented challenges that are global in scope and "more-than-wicked" in nature, educators and educational policy makers emphasize the importance of deepening knowledge about the causes of these problems, creating policies to address them more efficiently,
and offering more compelling moral arguments that might persuade people to change their convictions, and ‐ as a consequence ‐ their behaviour. These concerns shape how policies on the study of interculturality are approached in contemporary teacher education in our contexts in
Canada and the UK. Our research, however, positions these as problems that cannot be solved with improved information, enhanced cross-cultural skills, or moral claims, because they are rooted in modernity's systems, which structure the possibilities for co-existence on the planet. We
see these problems as ontological challenges of being that emerge from a modernist ontology rooted in colonial violences. Our approach therefore explores an orientation to intercultural education which enables student teachers to expand their understanding of cultural and ecological
relationships beyond existing frameworks of modernist knowledge, politics, and economic systems. In this paper, we share some of our current learning about the affordances and limitations of dominant approaches to intercultural education, and then explore how the method of "social cartography"
can enable engagement with ontological problems in teacher education in a way that generates possibilities for imagining decolonial learning futures, beyond modernity.

As societies face unprecedented challenges that are global in scope and "more-than-wicked" in nature, educators and educational policy makers emphasize the importance of deepening knowledge about the causes of these problems, creating policies to address them more efficiently, and offering more compelling moral arguments that might persuade people to change their convictions, and-as a consequence-their behaviour. These concerns shape how policies on the study of interculturality are approached in contemporary teacher education in our contexts in Canada and the UK. Our research, however, positions these as problems that cannot be solved with improved information, enhanced cross-cultural skills, or moral claims, because they are rooted in modernity's systems, which structure the possibilities for coexistence on the planet. We see these problems as ontological challenges of being that emerge from a modernist ontology rooted in colonial violences. Our approach therefore explores an orientation to intercultural education which enables student teachers to expand their understanding of cultural and ecological relationships beyond existing frameworks of mod-ernist knowledge, politics, and economic systems. In this paper, we share some of our current learning about the affordances and limitations of dominant approaches to intercultural education, and then explore how the method of "social cartography" can enable engagement with ontological problems in teacher education in a way that generates possibilities for imagining decolonial learning futures, beyond modernity.

In this article, we complicate common critical narratives about the neoliberalization of higher education by situating more recent trends within the genealogy of a modern/colonial global imaginary. By linking current patterns of "accumulation by dispossession" with histories and enduring architectures of racialized expropriation and exploitation, we consider both the strategic possibilities and inherent limitations of enacting resistance from within this imaginary. In particular, we engage the imperative to contest new configurations of dispossession while grappling with the ways that violent social relations have always subsidized public higher education. We suggest that facing such paradoxes may be instructive and open up new possibilities, and at the same time, this requires examination of existing investments and attachments.

This volume bridges the gap between contemporary theoretical debates and educational policies and practices. It applies postcolonial theory as a framework of analysis that attempts to engage with and go beyond essentialism, ethno- and euro-centrisms through a critical examination of contemporary case studies and conceptual issues. From a transdisciplinary and post-colonial perspective, this book offers critiques of notions of development, progress, humanism, culture, representation, identity, and education. It also examines the implications of these critiques in terms of pedagogical approaches, social relations and possible future interventions.