Abstract
In this chapter aspects on a global citizenship education are discussed against the background of postcolonial relationships between North and South. This raises questions concerning the “situatedness” of us as knowers and how we position ourselves in North and South. I argue that the relationship to the global is different and varies, meaning that it matters where we are situated when discussing global citizenship education. When discussing this I draw on the critical feminist discussion on epistemology, my own praxis of having initiated and led student and teacher exchanges, and actively participated in research cooperation between Sweden and South Africa. Further, having a background in ethics and in feminist theology I reflect over resources for an empowering ethics within global citizenship education.
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Notes
- 1.
Here I make use of the concept ‘situatedness’ as introduced by Haraway (1991). It refers to us as knowers being located, situated, that is, living under particular societal circumstances that are in turn marked by class, gender, race, ethnicity, age, sexuality and geo-political position to give some important examples.
- 2.
There are exceptions. See for example Jarl (2000).
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Sporre, K. (2011). What Name Are We? Global Citizenship Education for Whom?. In: Sporre, K., Mannberg, J. (eds) Values, Religions and Education in Changing Societies. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-9628-9_7
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