Abstract
This article examines the oftentaken-for-granted educational policy and curricular discourses of “globalization” and “global citizenship” within their larger cultural, political, and economically uneven histories and unequal consequences. Drawing upon evidence from recent scholarship on the implications for classroom pedagogy embodied inefforts to internationalize curricula in the North American university contexts, as well as specific related efforts in one Canadian context, the University of British Columbia,this article unpacks the contested meanings of “global citizenship” from “above and below.”The author analyzes three dominant curricular discourses of global citizenship. Far from weakening the Canadian state and building instances of transnational democratic educational communities, these dominant discourses may actually reinforce notions of Canadian gendered and racialized nation-building and nationalism. The article raises questions about what an alternative curricular and educational policy discourse “from below” premised upon efforts to decolonize curricula might look like. By way of provisional conclusion, the author discusses some promising examples of such an alternative,showing how they depend on seeing the relations between the local and global neither as fixed abstractions nor as a slogan system to be applied in absolutist racial, geographical,national, or culturally essentialist terms.
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Roman, L.G. Education and the Contested Meanings of ‘Global Citizenship’. Journal of Educational Change 4, 269–293 (2003). https://doi.org/10.1023/B:JEDU.0000006164.09544.ac
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DOI: https://doi.org/10.1023/B:JEDU.0000006164.09544.ac