Cultural and Pedagogical Inquiry (Journal)
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International Economic Sanctions, University Life, and Global Citizenship Education: The Case of Iran
No full textU.S. economic sanctions against Iran have been the main feature of U.S. - Iran relations since Iran’s 1979 Islamic revolution (Katzman, 2013). From 2006, United Nations and European Union followed such policy against Iran, as a response to Iran’s progress in its nuclear program. While the purpose of these imposed sanctions is to stop the progress of the nuclear program, there is a concern regarding the destructive effects of the sanctions on Iranian citizens’ lives. The economy of a country is integral to citizens’ well-being and influences people’s lives in different ways. Higher education is one of the sectors that can be affected by the economic state of the country. Narrating the socio-historical background of the sanctions, this paper will argue about the role of the economic sanctions on Iranian citizens’ lives, focusing specifically on students. Since economic sanctions are arguably a means of violating basic human right, i.e., education, I will propose global citizenship education as a way to counter such a violation
Global Citizenship Education from Across the Pacific: A Narrative Inquiry of Transcultural Teacher Education in Japan
No full textTeachers and teacher educators play increasingly important roles in creating successful futures for both individuals and society in light of globalization, increasing diversity, and growing interdependency. Within the dialectic of global and local, opportunities now for transformational learning, fostering social justice and global citizenship are unprecedented. However, global citizenship education (GCE) that explores different conceptual, theoretical, and methodological considerations of decolonizing citizenship education in practice remains a challenge for teachers. Thus, this paper describes pedagogies of GCE within pre-service teacher education classes and high schools in Japan. Furthermore, transcultural stories of several teachers are shared. The research reported here is based on over two decades of experience as a teacher educator in Canada and Japan. There is a paucity of long-term research on teachers’ reflections and experiences as they attempt to integrate GCE into their teaching, captured through personal narrative and story. Furthermore, due to a Western hegemony of knowledge, Eurocentric education, neo-colonialism, and neoliberal/conservative agendas in higher education, the voices of others outside North America are rarely heard. The research presented here attempts to fill this gap. This paper investigates these issues and teachers’ personal practical and professional knowledge through narratives of transcultural journeys
Reviving reasonableness: Expansive reason-giving and receiving for global social justice education
No full textReasonableness is a term that is used widely in relation to global social justice, yet its meaning differs depending on its theoretical foundations. In this paper, I examine the breadth of these meanings, focusing on the pedagogical significance of reasonableness as something that is assessed, recognized and enacted. I present a model of reasonableness that expands upon Erman’s (2007) concept of reason-giving and is founded upon the philosophy of inter-subjective recognition as described by Honneth (1996) and the idea of capabilities as theorized by Sen (2009) and Nussbaum (2005). I develop a typology of reason-giving and reason-receiving, including arbitrary, emotive, authoritative, tentative and expansive analytical-relational modes. I conclude that the assertion of another person’s reasonableness / unreasonableness may be viewed as an inter-subjective and intercultural lived relation. Approximating the cosmopolitanism proposed by Nussbaum (2005) and Appiah (2006), I propose that we should aim to create learning approaches and environments that foster exploratory and compassionate reason-giving and receiving. In an era of global social justice discourse and action, I argue that cultivating a reflective approach to reason-giving and receiving would develop in students an expansive conception of and capacity for reasonableness
Towards co-creation of sciences: Building on the plurality of worldviews, values and methods in different knowledge communities
No full textA commentary on community living: Finding and creating a sense of community
No full textA sense of community is very important to an individual, as it helps him/her maintain a sense of belongingness and benefit from the availability of social support. While there is a great deal of research regarding how communities are created and maintained, there is still much more to be done. This article describes an informal investigation into peoples’ understanding of community, how they found their social niches, and discussions of the similarities found between different interviewees. The initial approach was to compare and contrast two very different cities: Boston and New York, highlighting the impact the environment has on the ability of one to create his/her social group. However, what was found through conversation was that community is less about the location one is embedded in, and more about lifestyle choices.
The internationalization process of graduate studies in Brazil
No full textThe article presents, through bibliographical research and historical analysis, the role of Brazilian Federal Agency for Support and Evaluation of Graduate Education - CAPES in the process of internationalization of graduate education in Brazil, as a fomenter of access for training of Doctors, researchers and students abroad. For this, it is necessary to understand politics with basis on bilateral agreements with the World Bank, WTO, OECD and others. This discussion is based on a collection of important historical events that led Capes to propose goals, democratizing the access to graduate education. The study is relevant as it reflects the current government\u27s attention with the conduction of public policies in relation to technological scientific interests and, consequently, economics of the country.Despite the social and political history of the country and, consequently, from difficulties for an active internationalization of higher education, it is concluded that recent initiatives of the Brazilian state have increased the possibility of strengthening the capacity of scientific production and circulation of knowledge between academic pairs, because the research and graduate education re evaluated by the degree of internationalization of their programs and outcomes