Vanessa de Oliveira (Andreotti)Professor of Global Education

University of Oulu, Finlandhttp://oulu.academia.edu/VanessaAndreotti

Ethical Globalism in Education

• INTERCULTURAL TEACHER EDUCATION

• MA in EDUCATION and GLOBALIZATION

• EDUCATION DIVERSITY GLOBALIZATION & ETHICS RESEARCH GROUP (EDGE)

• POSTCOLONIAL STUDIES SIG CHAIR (AERA)• ETHICAL INTERNATIONALISM RESEARCH NETWORK (WERA)

MY WORK

(CRITICAL) INTERCULTURAL TEACHER ED PROGRAMME

ITE MA graduates are qualified teachers who are able to:

• exercise socially responsible leadership in the field of intercultural, and global education

• conduct and utilize research creatively as a basis for teaching, learning, curriculum design and assessment

• make informed and ethical decisions in complex and diverse education environments in local and global contexts

• work ethically and productively in partnership with diverse individuals, groups, families, communities

• examine the constantly changing nature of education and society, recognizing professional development as a collaborative process of lifelong  and lifewide learning

• exercise professional autonomy and participate in the co-construction of the curriculum

EDGE Research Group

International, inter-disciplinary and cross-sectoral research collaborations and seminars in the areas of

• global citizenship, • ethical globalism, • language and culture, • global, intercultural, multicultural, indigenous, anti-racist and

transformative education,

• critical and post-critical pedagogies, pedagogies of difference and dissensus (radical democracy)

EDGE is committed to ethical internationalism, epistemological pluralism, North-South-East-West dialogue, intellectual and theoretical rigor, research based education and the creation of an equitable, vibrant, safe and constructive collaborative atmosphere for research and research training.

Local/Global Contexts

OtherSelf

Perceptions

Relationships &

Flows

PerceptionsRelationships & Flows

PerceptionsRelationships &

Flows

GLOBALISATION: advanced capitalism,

vast international migration, ecological

fragility, technological interconnectivity,

cultural hybridity and reconfiguration of

political power (Todd, 2009).

GE

(And

reotti

, Sou

za, R

äsän

en &

For

ghan

i, 20

07)

GLOBAL EDUCATION GE

GE as ENLARGEMENT of possibilities for living together in COMPLEX, DIVERSE, UNCERTAIN & UNEQUAL GLOBAL SOCIETIES

OUTLINE

• Global Imaginaries• Reflection or reflexivity?• Engaging with different discourses• Dispositions and Encounters • Theorizing teaching and learning• Student teachers’ dispositions

Discursive strand of postcolonial theory (informed by poststructuralism): Theory as tool-for-thinking rather than description-of-truth

Imagine a field of corn with ripe corn cobsHarvest your corn and take off the husksPlace all your corn cobs in front of youCompare your corn cobs to the corn cobs in the picture... Hegemonic ethnocentrism:

Arrogance and deafness to what does not fit one’s ‘global’ framework

GLOBAL IMAGINARIES

Normalization of social hierarchiesDenial of heterogeneity

GLOBAL IMAGINARIES

GLOBAL IMAGINARIES

• genderized, sexualized, racialized world (Morrison, 1992:4)

• of unequal divisions of vulnerabilities, wealth and labour (Spivak, 1999:45 ).

GLOBAL/DEVELOPMENT EDUCATION: imagining social change beyond practices that are• ethnocentric (projecting one view as

universal), • ahistorical (forgetting historical/colonial

relations), • depoliticised (forgetting own

ideological location), • paternalistic (seeking affirmation of

superiority through ‘knowing the other’ or the provision of help) and

• hegemonic (using and benefiting from unequal relations of power)

LEARNING FROM RECURRENT MISTAKES OF THE PAST/PRESENT IN ORDER TO BE ABLE TO MAKE DIFFERENT MISTAKES IN THE FUTURE.

REFLECTION or REFLEXIVITY?

What we say, do, think

Individual experiences

Collective referents (DISCOURSES) ontological and epistemological assumptions

Self-reflection: what I think and why (in terms of my personal

experiences)

Self-reflexivity: collective

referents and stories about

what is real, knowable and

ideal

Self-awareness

ENGAGING DIFFERENT DISCOURSES

ISSUE

Other (s)?

Critical humanistSocial engineering as fair distribution done by (ordinary) ’people’

Technicist:Social engineering

as economic rationalization

decided by experts

Humanist:Social engineering as

human progress decided by

representatives

un

iver

sal r

aeso

n, u

nan

imo

us

con

sen

sus,

an

tro

po

cen

tris

m cartesian subject (conscious awareness of self), teleological thinking (aiming at defined goals)

non-cartesian, non-teleological, non-anthropocentric, etc.

SOCIAL CHANGE

THEORIZING TEACHING/LEARNING

COGNITIVE

AFFECTIVE (EMBODIED, NOT ALWAYS CONSCIOUS)

PERFORMATIVE/POLITICAL

FROM SOCIALIZATION INTO

ABSOLUTE CERTAINTIES TOWARDS SOCIALIZATION INTO

PROVISIONAL CERTAINTIES(Andreotti, 2010)

FROM SOCIALIZATION INTO

ANTAGONISM TOWARDS SOCIALIZATION INTO

AGONISM (Mouffe 2005, Todd 2009)

FROM SOCIALIZATION INTO

RELATIONSHIPS GROUNDED ON CONSENSUS TOWARDS SOCIALIZATION INTO

RELATIONSHIPS GROUNDED ON ETHICAL IMPERATIVE TO RELATE ’BEFORE WILL’ (Maturana, 2002, Spivak 1994)

TEACHING/LEARNING: NOT LINEAR, N

OR INDIVIDUAL

FROM ’COMPETENCIES’ TOWARDS ’D

ISPOSITIONS’

international mobility

experience

bringing your home with you when you travel

understand the other within your own framework

open to being taught by and being exposed to the world

Being at home in a plural and undefined world:enlargement of worldview

Attempt to have all worlds into one’s world:fusion of perspectives /projected sameness

Three dispositions of global mindednessBased on Hannah Arendt

Projection of own world as everyone else’s world:singular truth /hierarchical differences

(Biesta, Andreotti, Ahenakew 2011)

ENCOUNTERS

EQUIPPING

EQUIPPING

DISARMING

ITE TEACHER’S DISPOSITIONS

• self-reflexivity as a commitment to analyzing critically the collective referents and political projects of our individual thoughts so that we can see ourselves implicated in the issues/problems we are trying to address

• open/global mindedness so that we will develop the strength and resilience necessary to construct other possible worlds together with others

• critical historical memory so that we can learn to heal our historical pains, to learn from the past and only make different mistakes in the future

• okness within the self so that we can learn to live with – and not be overwhelmed by – uncertainty, complexity, multiplicity and agonistic conversations

• humbleness as a safeguard against seeing ourselves as heading humanity

• relationality, mutuality, reciprocity, hospitality so that we develop the capacity to create solidarity particularly with others who disagree with us

• divergent thinking and intellectual autonomy to keep conversations always open and alive for ourselves, for others and for generations to come.

IF YOU ARE INTERESTED...

My work can be found at: http://oulu.academia.edu/VanessaAndreotti

• Andreotti, V. (2011). Actioniable postcolonial in education. New York: Palgrave.

• Andreotti, V., Souza, L. (Eds.) (2011). Postcolonial Perspectives on Global Citizenship Education. New York: Routledge.

• Andreotti, V. (Ed.) (2011). The political economy of global citizenship education. Special double issue of Globalisation, Society and Education, 9(3-4).

I recommend:

• Sharon Todd (2009) Towards an imperfect education

• Chantall Mouffe (2005) On the political

• Walter Mignolo (2007) Critical cosmopolitanism

• Gert Biesta (2009) Beyond learning

• George Sefa Dei (2009) Teaching Africa

• Paulo Freire (2002) Pedagogy of Freedom