Activism as/in/for Global Citizenship: Putting Un-Learning to Work Towards Educating the Future
This chapter explores activism as/in/for global citizenship theoretically, historically, and in practice. We argue one necessarily learns hierarchical violences that disconnect the world and self from the so-called Other. Therefore, to think and act more relationally, and outside of regimes of truth, requires a radically different way of knowing that does not simply follow our usual habits, but unlearns them (Foucault in Power/knowledge: Selected interviews and other writings 1972–1977. Pantheon Books, New York, 1980; Spivak in An aesthetic education in the era of globalization. Harvard University Press, Cambridge, MA, 2012). Thus, we focus on the long-term project of ‘decolonising the mind’ (wa Thiongʼo in Decolonizing the mind. James Currey, London, 1986). To do this, we explicitly connect theory to practice and we draw on contemporary events and materials, such as Black Lives Matter and Marjane Satrapi’s (Persepolis. Pantheon, New York, 2003). We also provide examples, questions, and materials that educators, teachers, practitioners, and students can access and ponder.
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