Engaging the Pedagogic
Foreword: by Lynn Mario Menezes de Souza
In a period widely proclaimed as promoting global interconnectedness through widespread flows of peoples, finances, goods and knowledges, critical analyses of the educational implications of such a mentality and set of conditions are urgent and welcome. Paul Tarc’s work represents a significant contribution.
From my own perspective, located within an educational institution in Latin America and more specifically, in Brazil, one of the major issues in critical considerations of trans-/inter-cultural/global citizenship education is being able to locate and identify, in a trans-/intercultural/global encounter, where one (and one’s interlocutor) is speaking from and to use this awareness as a basis for understanding the ensuing interchanges and the possible misunderstandings which may probably arise. Given the unpredictable nature of such encounters, educating for such a context can present immense difficulties (many of which Tarc engages in this book). However, once again calling attention to where I myself am speaking from–the so-called global South, the ‘unpredictability’ of such global encounters is already an issue; in contrast, dominant conceptions seem to presuppose the possibility of predictability, control and the guarantee of understanding in communicative and knowledge exchanges in such encounters.
As innumerable post-colonial and Latin American thinkers have recently shown, these global encounters are usually marked by histories of inequality; though they may not be consciously present in the minds of the actual participants in the exchange or encounter, they are there epistemologically in the inherited paradigms of unequal language and meaning-making which constitute the interlocutors...
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