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Global Citizenship Education in Post-Secondary Institutions

Theories, Practices, Policies- Foreword by Indira V. Samarasekera

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Edited By Lynette Shultz, Ali A. Abdi and George H. Richardson

Drawing on critical pedagogy, post-colonial analysis, hermeneutic interpretation, and reconceptualist curriculum frameworks, the twenty chapters in this edited collection address, from interrelated perspectives, a gap in the scholarly literature on the theory, practice, and policy of global citizenship and global citizenship education. The book provides readers with analyses and interpretations of the existing state of global citizenship education in post-secondary institutions, and stimulates discussion about the field at a time when there is an intense debate about the current drive to «internationalize» tertiary education and the role global citizenship education should play in that process. International and interdisciplinary in its examination of post-secondary global citizenship education, the book will be useful in courses that focus on policy formation, curriculum development and theorizing in the field.

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11. The Question of the “Other” in Global Citizenship Education: A Postcolonial Analysis of Telling Case Studies in England Vanessa Andreotti 140

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CHAPTER 11 The Question of the “Other” in Global Citizenship Education: A Postcolonial Analysis of Telling Case Studies in England Vanessa Andreotti Introduction The concept of “global citizenship” has become prominent in Europe and the Ameri- cas in government, civil society, and educational discourses (Downer, 2003; Richard- son & Blades, 2005; Peters, Blee, & Britton, 2008; Abdi & Shultz, 2008). Different agendas and theoretical frameworks inform such discourses which construct different meanings to the phrase “global citizenship education” that imply different “interven- tion” packages for education. Some of these intervention packages tend to prescribe the adoption of strategies that very often foreclose the complex and contingent nature of the issues and perspectives embedded in global/local processes and events (An- dreotti, 2007; Andreotti & Souza, 2008). Many of these educational practices inadver- tently result in uncritical approaches to global citizenship education where essentialistic, ethnocentric, Eurocentric and imperialistic assumptions are reproduced and not problematised (Andreotti, 2006; Zemach-Bersin, 2007; Jefferess, 2008; Cook, 2008; Stevenson, 2005). This chapter uses postcolonial theory to interrogate three different global citizen- ship education initiatives. It focuses on the potential effects of their embedded dis- courses and interventions on social relations, with particular emphasis on the reinforcement of notions of cultural supremacy in pedagogical processes. In engaging critically with these initiatives, my intention is to attest to the importance of working towards an approach to global citizenship education “otherwise”. I advocate for the creation of pedagogical spaces where learners can engage critically with global and local issues taking complexity, contingency and multiple epistemologies...

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