Download PDF by Ali A. Abdi, Lynette Shultz, Thashika Pillay: Decolonizing Global Citizenship Education

By Ali A. Abdi, Lynette Shultz, Thashika Pillay

The tips for this reader got here out of a convention equipped during the Centre for international Citizenship schooling and learn (CGCER) on the college of Alberta in 2013. With the excessive enlargement of worldwide citizenship schooling scholarship some time past 15 or so years, and with such a lot of this scholarship produced within the west and typically fascinated about the citizenship lives of individuals within the so-called constructing global, or selectively trying to clarify the contexts of marginalized populations within the west, the necessity for multidirectional and decolonizing wisdom and study views may be transparent. certainly, the discursive in addition to the sensible buildings of present worldwide citizenship schooling study can't satisfy the overall promise of studying and education schemes as social improvement systems except the voices of all involved are heard and established. With those realities, this reader is topically complete and well timed, and may represent a huge intervention in our efforts to create and maintain extra inclusive and freeing structures of data and studying. "This choice of state-of-the-art theoretical contributions examines citizenship and neo-liberal globalization and their affects at the nexus of the neighborhood and worldwide studying, creation of data, and events of individuals and their rights. Case reviews within the assortment additionally offer in-depth research of lived studies that problem the built borders, which derive from colonial and imperial re-structuring of the modern global and geographical regions. The participants articulate enterprise when it comes to either resistance and proactive engagement towards the development of an alternate global, which recognizes equality, justice and customary humanity of all in symbiosis with the social and traditional surroundings. it's a worthy reader for college students, students, practitioners, and activists attracted to the empowering probabilities of decolonized worldwide citizenship education." - N'Dri T. Assié-Lumumba, Cornell collage

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Ubuntu: An African contribution to (re)search for/with a “humble togetherness”. The Journal of Contemporary Issues in Education, 2, 53–67. Swanson, D. M. (2010). Value in shadows: A contribution to values education in our times. In T. ), Springer handbook on values education and student wellbeing (pp. 137–152). New York, NY: Springer Press. Swanson, D. M. (2011). Parallaxes and paradoxes of global citizenship: Critical reflections and possibilities of praxis in/through an international online course.

Shultz, L. (2008). Educating for human rights and global citizenship. Albany, NY: SUNY Press. Abdi, A. , & Shultz, L. (2012). Recolonized citizenships, rhetorical postcolonialities: Sub-Saharan Africa and the prospects for decolonized ontologies and subjectivities. In V. Andreotti & L. M. ), Postcolonial perspectives on global citizenship education (pp. 158–171). New York, NY: Routledge. Abdi, A. , & Shultz, L. (2013). Citizenship and youth social engagement in Canada: Learning challenges and possibilities.

New York, NY: Vintage books. Sen, A. (1999). Development as freedom. New York, NY: Anchor Books. Senghor, L. (1998). Negritude and African socialism. In P. H. Coetzee & A. P. J. ), The African philosophy reader. London, UK: Routledge. Serequeberhan, T. ). (1991). African philosophy: The essential readings. New York, NY: Paragon House. Swanson, D. M. (2007a). Silent voices, silent bodies: Difference and disadvantage in schooling contexts. In D. Freedman & S. ), Curriculum and the cultural body (pp.

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