Advertisement

Activism as/in/for Global Citizenship: Putting Un-Learning to Work Towards Educating the Future

  • Stephanie Curley
  • Jeong-eun Rhee
  • Binaya Subedi
  • Sharon Subreenduth
Chapter

Abstract

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.

References

  1. Ahmed, S. (2000). Strange encounters: Embodied others in post-coloniality. London: Psychology Press.Google Scholar
  2. Banks, J. A. (Ed.). (2004). Diversity and citizenship education: Global perspectives. San Francisco: Jossey-Bass.Google Scholar
  3. Black, C. (2010). Schooling the world (2010): The white man’s last burden. Lost People Films.Google Scholar
  4. BLM. (n.d.). In Wikipedia. Retrieved August 22, 2016, from https://en.wikipedia.org/wiki/Black_Lives_Matter.
  5. Coloma, R. S. (2013). Empire: An analytical category for educational research. Educational Theory, 63(6), 639–658.CrossRefGoogle Scholar
  6. Daza, S. L. (2006). Local responses to globalizing trends: Student-produced materials at a Colombian public university. International Journal of Qualitative Studies in Education, 19(5), 553–571.Google Scholar
  7. Daza, S. L. (2007). Student activism (Latin American). In G. L. Anderson & K. G. Herr (Eds.), Encyclopedia of activism and social justice (pp. 1347–1349). Thousand Oaks, CA: Sage.Google Scholar
  8. Daza, S. L. (2009). The Non-innocence of recognition: subjects and agency in education. In R. S. Coloma (Ed.), The postcolonial challenge in education (pp. 326–343). New York: Peter Lang.Google Scholar
  9. Daza, S. L. (2012). Complicity as infiltration: The im/possibilities of research with/in NSF engineering grants in the age of neoliberal scientism. Qualitative Inquiry, 18(8), 773–786.CrossRefGoogle Scholar
  10. Daza, S. L. (2013a). Reading texts, subtexts, and contexts: Effects of (post)colonial legacies in/on curricular texts in different contexts. Special issue. Qualitative Research in Education, 2(3), 206.Google Scholar
  11. Daza, S. L. (2013b). Putting Spivakian theorizing to work: Decolonizing neoliberal scientism in education. Educational Theory, 63(6), 601–619.CrossRefGoogle Scholar
  12. Daza, S. L. (2013c). Storytelling as methodology: Colombia’s social studies textbooks after La Constitución de 1991 Qualitative. Research in Education, 2(3), 242–276. doi: 10.4471/qre.2013.28.Google Scholar
  13. Daza, S. L. (2013d). A promiscuous (feminist) look at grant-science: How colliding imaginaries shape the practice of NSF policy. International Journal of Qualitative Studies in Education, 26(5), 580–598.CrossRefGoogle Scholar
  14. Daza, S. L. & Gershon, W. (2015; 20th Anniversary Issue). Senses beyond the Eye/I: Sound, silence and sonification as inquiry. Qualitative Inquiry. doi: 10.1177/1077800414566692.
  15. de Oliveira Andreotti, V., & de Souza, L. M. T. (Eds.). (2012). Postcolonial perspectives on global citizenship education. New York: Routledge.Google Scholar
  16. Foucault, M. (1980). Power/knowledge: Selected interviews and other writings 1972–1977. New York: Pantheon Books.Google Scholar
  17. Freire, P. (1970/2000). Pedagogy of the oppressed. New York: Continuum.Google Scholar
  18. Jamshidi, M. (2013). The future of the Arab spring: Civic entrepreneurship in politics, art, and technology startups. Oxford: Elsevier.Google Scholar
  19. Ko, A., & Ko, S. (2017, January 29). Reasons why the “I am not a label” video makes no sense. Retrieved from http://www.4synapses.com/education/i-am-not-a-label-labels-were-made-up-to-divide-us/.
  20. Kumashiro, K. (2015). Teaching and learning Toward Social Justice. New York: Routledge.Google Scholar
  21. Maira, S. (2009). Missing: Youth, citizenship and empire after 9/11. Durham, NC: Duke University Press.CrossRefGoogle Scholar
  22. Martusewicz, R. A., Edmundson, J., & Lupinacci, J. (2015). Ecojustice education: Toward diverse, democratic, and sustainable communities. New York: Routledge.Google Scholar
  23. May, S. (July 13, 2016). #AllLivesMatter hashtag is racist, critics say. USA TODAY. Retrieved from http://www.usatoday.com/story/news/nation-now/2016/07/13/why-saying-all-lives-matter-opposite-black-lives-matter/87025190/.
  24. McKenzie, S. (5 August 2016). Black lives matter block London’s Heathrow Airport. CNN. Retrieved from http://edition.cnn.com/2016/08/05/europe/black-lives-matter-uk-heathrow-shutdown/.
  25. Merryfield, M. M., & Subedi, B. (2001). Decolonizing the mind for world-centered global education. The social studies curriculum: Purposes, problems, and possibilities, (pp. 277–290).Google Scholar
  26. Pearce, M. (October 20, 2015). “Why the term ‘Black Lives Matter’ can be so confusing”. Los Angeles Times. Retrieved July 13, 2016 from http://www.latimes.com/nation/la-na-black-lives-matter-explainer-20151020-story.html.
  27. Prince E. (2017, Jan 29). I am Not Black, You are NOT White. [video file] Retrieved from https://www.youtube.com/watch?v=q0qD2K2RWkc.
  28. Rhee, J. (2013). The neoliberal racial project, governmentality, and the Tiger mother. Educational Theory, 63(6), 561–580.CrossRefGoogle Scholar
  29. Rhee, J. (2009). International education, new imperialism, and technologies of self: Branding the globally educated self. Multicultural Education Review, 1(1), 55–81.CrossRefGoogle Scholar
  30. Rhee, J., & Subedi, B. (2014). Colonizing and decolonizing project of re/covering spirituality. Educational Studies, 50, 340–357.CrossRefGoogle Scholar
  31. Rizvi, F. (2004). Debating globalization and education after September 11. Comparative Education, 40(2), 157–171.CrossRefGoogle Scholar
  32. Rosier, S., Aubert, E., Aull, C. Coyle, K. Eirich, K. Haas, J., & Hilton, S. (2016). 2016 presidential candidates on the Black Lives Matter movement. Ballotpedia. Retrieved from https://ballotpedia.org/2016_presidential_candidates_on_the_Black_Lives_Matter_movement.
  33. Said, E. (1993). Culture and imperialism. Cambridge, MA: Harvard University Press.Google Scholar
  34. Satrapi, M. (2003). Persepolis. New York: Pantheon.Google Scholar
  35. Sensoy, Ö., & Marshall, E. (2010). Missionary girl power: Saving the third world one girl at a time. Gender and Education, 22(3), 295–311.CrossRefGoogle Scholar
  36. Spivak, G. (2012). An aesthetic education in the era of globalization. Cambridge, MA: Harvard University Press.Google Scholar
  37. Spivak, G. (1985). Three women’s texts and a critique of imperialism. Critical Inquiry: Race, writing, and difference, 12(1), 243–261.CrossRefGoogle Scholar
  38. Subedi, B. (2013). Decolonizing the curriculum for global perspectives. Education Theory, 63, 621–638. doi: 10.1111/edth.12045.CrossRefGoogle Scholar
  39. Subedi, S. & Daza, S. L. (Eds). (2008). Postcolonial Perspectives on Education: A Special Issue. Race Ethnicity and Education, 11(1).Google Scholar
  40. Subreenduth, S. (2013a). Theorizing social justice ambiguities in an era of neoliberalism: The case of post-apartheid South Africa. Educational Theory, 63, 581–600.CrossRefGoogle Scholar
  41. Subreenduth, S. (2013b). Insidious colonialism in post-apartheid education: Interplay of black teacher narratives, educational policy, and textbook analysis. Qualitative Research in Education, 2(3), 213–241.Google Scholar
  42. Tikly, L. (2004). Education and the new imperialism. Comparative education, 40(2), 173–198.CrossRefGoogle Scholar
  43. Tuhiwai Smith, L. (1999). Decolonizing methodologies: Research and indigenous peoples. London; New York: Zed Books; University of Otago Press; Distributed in the USA exclusively by St Martin’s Press.Google Scholar
  44. United States Department of Justice (USDOJ) Civil Rights Division. (2015). Investigation of the Ferguson Police Department. Retrieved from https://www.justice.gov/sites/default/files/opa/press-releases/attachments/2015/03/04/ferguson_police_department_report.pdf.
  45. Verma, R. (Ed.). (2010). Be the change: Teacher, activist, global citizen. NY: Peter Lang Publishing.Google Scholar
  46. wa Thiongʼo, Ngũgĩ. (1986). Decolonizing the mind. London: James Currey.Google Scholar
  47. Willinsky, J. (1998). Learning to divide the world: Education at empire’s end. Minneapolis: University of Minnesota Press.Google Scholar

Copyright information

© The Author(s) 2018

Authors and Affiliations

  • Stephanie Curley
    • 1
  • Jeong-eun Rhee
    • 2
  • Binaya Subedi
    • 3
  • Sharon Subreenduth
    • 4
  1. 1.Manchester Metropolitan UniversityManchesterUK
  2. 2.College of Education Information & TechnologyNew YorkUSA
  3. 3.The Ohio State UniversityColumbusUSA
  4. 4.Bowling Green State UniversityBowling GreenUSA

Personalised recommendations