Justice and Global Citizenship Education

  • Edda Sant
  • Sue Lewis
  • Sandra Delgado
  • E Wayne Ross
Chapter

Abstract

In this chapter, we examine justice and global citizenship. More precisely, we discuss how globalization can shed some light to discussions on universal justice and how different approaches to justice can inform more democratic approaches to global citizenship education. We examine three different discourse on justice: economic, recognition and democratic justice. For each discourse, we outline the conceptual underpinnings and we discuss the key implications for global citizenship education. We conclude by examining points of encounter that might help us to identify more justice-oriented practices for global citizenship and education.

References

  1. Anderson, G., & Herr, K. (2015). New public management and the new professional educator: Framing the issue. Education Policy Analysis Archives, 23(84).Google Scholar
  2. Andreotti, V., & Sousa, L. (Eds.). (2012). Postcolonial perspectives on global citizenship education. New York: Routledge.Google Scholar
  3. Arendt, H. (1962). The origins of totalitarianism. New York, NY: Houghton Mifflin Harcourt.Google Scholar
  4. Ball, S. J. (2012). Global education inc.: New policy networks and the neo-liberal imaginary. New York, NY: Routledge.Google Scholar
  5. Banks, J. A. (2008). Diversity, group identity, and citizenship education in a global age. Educational Researcher, 37(3), 129–139.CrossRefGoogle Scholar
  6. Baker, D., & LeTendre, G. (2005). National differences, global similarities: World culture and the future of schooling. Palo Alto, CA: Stanford University Press.Google Scholar
  7. Bauman, Z. (1998). Globalization: The human consequences. New York, NY: Columbia University Press.Google Scholar
  8. Biesta, G. (1998). Deconstruction, justice and the question of education. Zeitschrift Für Erziehungswissenschaft, 1, 395–411.Google Scholar
  9. Biesta, G., & Lawy, R. (2006). From teaching citizenship to learning democracy: Overcoming individualism in research, policy and practice. Cambridge Journal of Education, 36(1), 63–79.CrossRefGoogle Scholar
  10. Bhopal, K., & Myers, M. (2009). Gypsy, Roma and Traveller pupils in schools in the UK: Inclusion and ‘good practice’. International Journal of Inclusive Education, 13(3), 299–314.CrossRefGoogle Scholar
  11. Boyden, J. (2009). What place the politics of compassion in education surrounding non-citizen children? Educational Review, 61(3), 265–276.CrossRefGoogle Scholar
  12. Brown, W. (2014). Walled states, waning sovereignty. New York: Zone Books.Google Scholar
  13. Derrida, J. (2001). On cosmopolitanism and forgiveness: Thinking in action. London: Routledge.Google Scholar
  14. Derrida, J. (2004). For a justice to come: an interview with Jacques Derrida. The Brussells Tribunal. Retrieved from http://archive.indymedia.be/news/2004/04/83123.html.
  15. Durkheim, E. (1956). Education and sociology. Glencoe: Free Press.Google Scholar
  16. Fanon, F. (1963). The wretched of the earth. New York: Grove Press.Google Scholar
  17. Farthing, R. (2010). The politics of youthful antipolitics: Representing the “issue” of youth participation in politics. Journal of Youth Studies, 13(2), 181–195.CrossRefGoogle Scholar
  18. Fincham, K. (2013). Shifting youth identities and notion of citizenship in the Palestinian diaspora. In D. Kiwan (Ed.), Naturalisation policies, education and citizenship: Multicultural and multi-nation societies in international perspective (pp. 150–177). Basingstoke: Palgrave Macmillan.CrossRefGoogle Scholar
  19. Forst, R. (2001). Towards a critical theory of transitional justice. Metapilosophy, 32(1/2), 160–179.CrossRefGoogle Scholar
  20. Foster, B., & Norton, P. (2012). Educational equality for Gypsy, Roma and Traveller children and young people in the UK. The Equal Rights Review, 8, 85–111.Google Scholar
  21. Fraser, N. (2005). Reinventar la justicia en un mundo globalizado. New Left Review, 36, 31–50.Google Scholar
  22. Fraser, N. (2003). Social justice in the age of identity politics. In G. Henderson & M. Waterstone (Eds.), Geographic thought: A Praxis perspective (pp. 72–89). New York, NY: Routledge.Google Scholar
  23. Friedrich, D. (2007). Old wine in new bottles? The actual and potential contribution of civil society organisations to democratic governance in Europe. Recon Online Working Paper. Retrieved from https://www.researchgate.net/publication/5015748_Old_wine_in_new_bottles_The_actual_and_potential_contribution_of_civil_society_organisations_to_democratic_governance_in_Europe.
  24. Friedrich, D. S. (2014). Global microlending in education reform: Ensenar por Argentina and the neoliberalization of the grassroots. Comparative Education Review, 58(2), 296–321. doi: 10.1086/675412.CrossRefGoogle Scholar
  25. Gautreaux, M., & Delagdo, S. (2016). Portrait of a Teach for All (TFA) teacher: Media narratives of the universal TFA teacher in 12 countries. Education Policy Analysis Archives, 24(110). doi:  10.14507/epaa.24.2149.
  26. Gewirtz, S. (1998). Conceptualizing Social Justice in Education: mapping the territory. Journal of Educational Policy, 13(4), 469–484.CrossRefGoogle Scholar
  27. Habermas, J. (2005). The post national constellation. In D. Held & A. McGrew (Eds.), The global transformations reader (pp. 542–547). Cambridge: Polity Press.Google Scholar
  28. Hall, S. (Ed.). (2006). Stuart Hall: Critical dialogues in cultural studies. London: Routledge.Google Scholar
  29. Hardt, M., & Negri, A. (2000). Empire. Cambridge, MA: Harvard University Press.Google Scholar
  30. Harvey, D. (2005). A brief history of neoliberalism. London: Oxford University Press.Google Scholar
  31. Held, D. (2005). Cosmopolitanism: Taming globalization. In D. Held, & A. McGrew (Ed.), The Global Transformations Reader, (pp. 514–529). Cambridge: Polity Press.Google Scholar
  32. Honneth, A. (1995). The struggle for recognition: The moral grammar of social conflicts. Cambridge: Polity Press.Google Scholar
  33. Hughes, M. M. (2011). Intersectionality, quotas, and minority women’s political representation worldwide. American Political Science Review, 105(3), 604–620.CrossRefGoogle Scholar
  34. Ikeda, D. (2001). For the sake of peace: Seven paths to Global Harmony. Santa Monica: California: Middleway Press.Google Scholar
  35. Kant, I. (2010). Perpetual peace: A philosophical sketch. Philadelphia, PA: Slought Foundation and Syracuse University Humanities Center. Retrieved from https://slought.org/resources/perpetual_peace (Original work published 1975).
  36. Kumar, R. (Ed.). (2014). Neoliberalism and education. Delhi, India: Aakar.Google Scholar
  37. Kymlicka, W., & Norman, W. (1994). Return of the citizen: A survey of recent work on citizenship theory. Ethics, 104(2), 352–381.CrossRefGoogle Scholar
  38. Laclau, E. (1999). Politics, polemics and academics: An interview by Paul Bowman. Parallax, 5(2), 93–107.CrossRefGoogle Scholar
  39. Laclau, E. (2007a). On populist reason. London: Verso.Google Scholar
  40. Laclau, E. (2007b). Emancipation. London: Verso.Google Scholar
  41. Laclau, E., & Mouffe, C. (2001). Hegemony and socialist strategy: Towards a radical democratic politics. London: Verso.Google Scholar
  42. Laden, A. S. (2014). The authority of civic citizens. In J. Tully (Ed.), On global citizenship: James Tully in dialogue (pp. 103–130). London: Bloomsbury.Google Scholar
  43. Levinson, M. P. (2007). Literacy in English Gypsy communities: Cultural capital manifested as negative assets. American Educational Research Journal, 44(1), 5–39.CrossRefGoogle Scholar
  44. McGrew, A. (2005). Models of transitional democracy. In D. Held & A. McGrew (Eds.), The global transformations reader (pp. 500–513). Cambridge: Polity Press.Google Scholar
  45. Maclntyre, A. (1988). Whose justice? Which rationality?. Notre Dame, Indiana: University of Notre Dame Press.Google Scholar
  46. Malott, C., & Ford, D. R. (2015). Marx, capital, and education: Towards a critical pedagogy of becoming. New York: Peter Lang.CrossRefGoogle Scholar
  47. Marsh, J. (2011). Class dismissed: Why we cannot teach or learn our way out of inequality. New York, NY: Monthly Review Press.Google Scholar
  48. Mathison, S., & Ross, E. W. (Eds.). (2008). The nature and limits of standards-based reform and assessment. New York: Teachers College Press.Google Scholar
  49. McLaren, P. (2005). Capitalists and conquerors: A critical pedagogy against empire. Lanham, MD: Rowman & Littlefield.Google Scholar
  50. Mouffe, B. Y. C. (1999). Deliberative democracy or agonistic. Social Research, 66(3), 745–758.Google Scholar
  51. Nussbaum, M. (2002). Education for citizenship in an era of global connection. Studies in Philosophy and Education, 21, 289–303.CrossRefGoogle Scholar
  52. O’Hanlon, C., & Holmes, P. (2004). The Education of Gypsy and Traveller children. Stoke on Trent, UK: Trentham Books.Google Scholar
  53. Pinson, H., Arnot, M., & Candappa, M. (2010). Education, asylum and the ‘non-citizen’ child: The politics of compassion and belonging. Basinstoke, UK: Palgrave Macmillan.CrossRefGoogle Scholar
  54. Rawls, J. (2002). The law of peoples. London: Harvard University Press.Google Scholar
  55. Reay, D., Crozier, G., & Clayton, J. (2010). “Fitting in” or “standing out”: Working-class students in UK higher education. British Educational Research Journal, 36(1), 107–124.CrossRefGoogle Scholar
  56. Rizvi, F., & Lingard, B. (2010). Globalizing education policy. New York, NY: Routledge.Google Scholar
  57. Robertson, S. L., & Verger, A. (2012). Governing education through public private partnerships. Centre for Globalisation, Education and Societies. Retrieved from http://susanleerobertson.com/publications/.
  58. Ross, E. W., & Gibson, R. (2007). Neoliberalism and education reform. Cresskill: Hampton Press.Google Scholar
  59. Ross, E. W., & Queen, G. (2013). “Shut up. He might hear you!” Teaching Marx in social studies education. In C. S. Malott, & M. Cole (Eds.). Teaching Marx across the curriculum: The socialist challenge (pp. 203–228). Charlotte, NC: Information Age Publishing.Google Scholar
  60. Ruitenberg, C. (2009). Educating political adversaries: Chantal Mouffe and radical democratic citizenship education. Studies in Philosophy and Education, 28(3), 269–281.CrossRefGoogle Scholar
  61. Sant, E. (2017). Can the subaltern nation speak by herself in the history curriculum? Educational Studies, 53(2), 105–121.Google Scholar
  62. Sant, E., Pages, J., Santisteban, A., & Boixader, A. (2015). ¿Quién y cómo se construye el ‘nosotros’? La construcción narrativa del ‘nosotros catalán’ a partir de los acontecimientos del 1714. Ensenanza de Las Ciencias Sociales, 14, 3–17.Google Scholar
  63. Spring, J. (2008). Research on globalization and education. Review of Educational Research, 78(2), 330–363.CrossRefGoogle Scholar
  64. Straehler-Pohl, H., & Pais, A. (2014). Learning to fail and learning from failure–ideology at work in a mathematics classroom. Pedagogy, Culture & Society, 22(1), 79–96.CrossRefGoogle Scholar
  65. Tully, J. (2014). On global citizenship. London: Bloomsbury.CrossRefGoogle Scholar
  66. Unicef. (2016) Children on Move. Retrieved from http://www.unicef.org/emergencies/childrenonthemove/.
  67. UNESCO. (1948). The Universal Declaration of Human Rights. Retrieved from http://www.unesco.org/education/information/50y/nfsunesco/doc/hum-rights.htm.
  68. Vellanki, V. (2014). Teach for India and education reforms: Some preliminary reflections. Contemporary Education Dialogues, 11(1), 137–147.CrossRefGoogle Scholar
  69. Wall, J. (2011). Can democracy represent children? Toward a politics of difference. Childhood, 19(1), 86–100.CrossRefGoogle Scholar
  70. Wallerstein, I. (2004). World-systems analysis: An introduction. Durham, NC: Duke University Press.Google Scholar
  71. Wilding, D. (2008). The educational experience of Gypsy Travellers: The impact of cultural dissonance and reinvention. Reinvention: An International Journal of Undergraduate Research, 1(1). Retrieved from http://www2.warwick.ac.uk/fac/cross_fac/iatl/reinvention/issues/volume1issue1/wilding/.
  72. Young, I. M. (1990). Justice and the politics of difference. Princeton, NJ: Princeton University Press.Google Scholar
  73. Žižek, S. (2000). The ticklish subject: The absent centre of political ontology. London: Verso.Google Scholar
  74. Žižek, S. (2001). Have Michael Hardt and Antonio Negri rewritten the Communist Manifesto for the Twenty-First Century? Rethinking Marxism, 3/4. Retrieved from http://www.lacan.com/zizek-empire.htm.

Copyright information

© The Author(s) 2018

Authors and Affiliations

  • Edda Sant
    • 1
  • Sue Lewis
    • 2
  • Sandra Delgado
    • 3
  • E Wayne Ross
    • 3
  1. 1.Manchester Metropolitan UniversityManchesterUK
  2. 2.Independent consultantSt. GeorgeGrenada
  3. 3.Department of Curriculum and PedagogyUniversity of British ColumbiaVancouverCanada

Personalised recommendations