By Ali A. Abdi, Lynette Shultz, Thashika Pillay
The information for this reader got here out of a convention geared up during the Centre for international Citizenship schooling and study (CGCER) on the collage of Alberta in 2013. With the excessive enlargement of worldwide citizenship schooling scholarship long ago 15 or so years, and with such a lot of this scholarship produced within the west and regularly curious about the citizenship lives of individuals within the so-called constructing international, or selectively trying to clarify the contexts of marginalized populations within the west, the necessity for multidirectional and decolonizing wisdom and study views could be transparent. certainly, the discursive in addition to the sensible buildings of present worldwide citizenship schooling study can't satisfy the final promise of studying and education programs as social improvement structures except the voices of all involved are heard and tested. With those realities, this reader is topically entire and well timed, and may represent an enormous intervention in our efforts to create and maintain extra inclusive and releasing systems of information and studying. "This selection of state-of-the-art theoretical contributions examines citizenship and neo-liberal globalization and their affects at the nexus of the neighborhood and international studying, creation of information, and hobbies of individuals and their rights. Case stories within the assortment additionally offer in-depth research of lived stories that problem the built borders, which derive from colonial and imperial re-structuring of the modern international and realms. The individuals articulate service provider by way of either resistance and proactive engagement towards the development of another international, which recognizes equality, justice and customary humanity of all in symbiosis with the social and usual setting. it's a beneficial reader for college kids, students, practitioners, and activists drawn to the empowering chances of decolonized worldwide citizenship education." - N'Dri T. Assié-Lumumba, Cornell college
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Additional resources for Decolonizing Global Citizenship Education
2006). Soft versus critical global citizenship education. Policy and Practice – A Development Education Review, 40–51. Apple, M. W. (2013). Can education change society? New York, NY: Routledge. 36 UBUNTU, INDIGENEITY, AND AN ETHIC FOR DECOLONIZING GLOBAL CITIZENSHIP Arendt, H. (1958). The human condition. Chicago, IL: University of Chicago Press. Asante, M. K. (1987). The Afrocentric idea. Philadelphia, PA: Temple University Press. Bell, R. H. (2002). Understanding African philosophy: A cross-cultural approach to classical and contemporary issues.
New York, NY: Continuum. Freire, P. (1970b). Cultural action for freedom. Cambridge, UK: Harvard Educational Review. Giroux, H. (2011). On critical pedagogy. New York, NY: Continuum. Hooks, B. (1994). Teaching to transgress: Education as the practice of freedom. New York, NY: Routledge. Jackson, P. W. (1968). Life in classrooms. New York, NY: Teachers College Press. Jefferess, D. (2008). Global citizenship and the cultural politics of benevolence. Critical Literacy: Theories and Practices, 2(1), 27–36.
Decolonizing Global Citizenship Education, 39–55. © 2015 Sense Publishers. All rights reserved. T. T. A. NGUYEN Buddhism is neither pessimistic nor optimistic. If anything at all, it is realistic, for it takes a realistic view of life and of the world. It looks at things objectively (yathabhutam). It does not falsely lull you into living in a fool’s paradise, nor does it frighten and agonize you with all kinds of imaginary fears and sins. (p. 17) In the Second Noble Truth, the Buddha addressed the root of suffering.