Advertisement

The Challenge of Culture in Cosmopolitanism

  • Yusef WaghidEmail author
  • Chikumbutso Herbert Manthalu
  • Judith Terblanche
  • Faiq Waghid
  • Zayd Waghid
Chapter
  • 10 Downloads

Abstract

In this chapter, employing Jeremy Waldron’s conception of cosmopolitanism, we argue that forms of cosmopolitanism that are preconditioned on the exclusion of culture in the configuration of universalism cannot achieve the cosmopolitan aspirations of equality. Human beings are enmeshed in culture though the notion of culture is usually under contestation. Individuals are usually unconscious of the entrenched role of culture in their routines of everyday life such that even the most radically liberal individuals and societies cannot successfully decouple their lives from the influence of culture. The chapter borrows from Waldron’s position that generally all cultures have a cosmopolitan dimension since living everyday life involves endeavours of learning from other cultures and unlearning received attitudes and practices and values. Everyday life for every culture also involves seeking convincing justificatory reasons for practices and attitudes one has by virtue of being a member of one group.

Keywords

Cosmopolitanism Exclusion Culture Universalism Equality Contestation Liberal Learning Unlearning Reasons 

References

  1. Banda, K. N. (1982). A brief history of education in Malawi. Blantyre: Dzuka.Google Scholar
  2. Beets, P., & Le Grange, L. (2005). ‘Africanising’ assessment practices: Does the notion of Ubuntu hold any promise? South African Journal of Higher Education, 19, Special Issue, 1197–1207.Google Scholar
  3. Benhabib, S. (1992). Situating the self: Gender, community and postmodernism in contemporary ethics. Cambridge: Polity.Google Scholar
  4. Code, L. (2012). Taking subjectivity into account. In C. W. Ruitenberg & D. C. Phillips (Eds.), Education, culture and epistemological diversity: Mapping a disputed terrain (pp. 85–100). Dordrecht: Springer.CrossRefGoogle Scholar
  5. Giroux, H. A. (2005). Border crossings: Cultural workers and the politics of education (2nd ed.). New York, NY: Routledge.Google Scholar
  6. Hauya, R. J. (1997). Education in Malawi: The question of curriculum. Blantyre: Dzuka.Google Scholar
  7. Kamwendo, G. H. (2010). Denigrating the local, glorifying the foreign: Malawian language policies in the era of African renaissance. International Journal of African Renaissance Studies—Multi-, Inter- and Transdisciplinarity, 5(2), 270–282.CrossRefGoogle Scholar
  8. Kymlicka, W. (2002). Politics in the vernacular: Nationalism, multiculturalism and citizenship. Oxford: Oxford University Press.Google Scholar
  9. Maldonado-Torres, N. (2007). On the coloniality of being. Cultural Studies, 21(2/3), 240–270.CrossRefGoogle Scholar
  10. Mignolo, W. E. (2007). Coloniality and modernity/rationality. Cultural Studies, 21(2/3), 155–167.CrossRefGoogle Scholar
  11. Miller, D. (1995). On nationality. New York, NY: Oxford University Press.Google Scholar
  12. Ministry of Education. (2005). Malawi primary school syllabuses, Standard 7: Chichewa, English, Mathematics, Expressive Arts, Life Skills, Social and Environmental Sciences, Science and Technology, Agriculture, Bible Knowledge, Religious Education. Domasi: Malawi Institute of Education.Google Scholar
  13. Ndlovu-Gatsheni, S. J. (2015). Decoloniality as the future of Africa. History Compass, 13(10), 485–496.CrossRefGoogle Scholar
  14. Nieto, S. (2008). Culture and education. In D. Coulter & J. R. Wiens (Eds.), Why do we educate? Renewing the conversation (pp. 127–142). Malden, MA: Blackwell.Google Scholar
  15. Pais, A., & Costa, M. (2017). An ideology critique of global citizenship education. Critical Studies in Education, 1–16.  https://doi.org/10.1080/17508487.2017.1318772.
  16. Pettit, P. (2014). Group agents are not expressive, pragmatic or theoretical fictions. Erkenntnis, 79(Suppl 9), 1641–1662.CrossRefGoogle Scholar
  17. Ramose, M. B. (2010). The death of democracy and the resurrection of timocracy. Journal of Moral Education, 39(3), 291–303.CrossRefGoogle Scholar
  18. Ramose, M. B. (2016). Teacher and student with a critical pan-epistemic orientation: An ethical necessity for Africanising the educational curriculum in Africa. South African Journal of Philosophy, 35(4), 546–555.CrossRefGoogle Scholar
  19. UNESCO. (1994). Primary curriculum improvement and teacher education: Project findings and recommendations. Retrieved June 19, 2019, from http://unesdoc.unesco.org/images/0009/000984/098485eo.pdf.
  20. Waldron, J. (2000). What is cosmopolitanism? The Journal of Political Philosophy, 8(2), 227–243.CrossRefGoogle Scholar
  21. Waldron, J. (2003). Teaching cosmopolitan right. In K. McDonough & W. Freinberg (Eds.), Citizenship and education in liberal-democratic societies (pp. 23–55). New York, NY: Oxford University Press.CrossRefGoogle Scholar
  22. Zeleza, P. T. (2009). African studies and universities since independence. Transition, 4(101), 110–135.Google Scholar

Copyright information

© The Author(s) 2020

Authors and Affiliations

  • Yusef Waghid
    • 1
    Email author
  • Chikumbutso Herbert Manthalu
    • 2
  • Judith Terblanche
    • 3
  • Faiq Waghid
    • 4
  • Zayd Waghid
    • 5
  1. 1.Stellenbosch UniversityStellenboschSouth Africa
  2. 2.School of EducationUniversity of MalawiZombaMalawi
  3. 3.Department of AccountingUniversity of the Western CapeBellvilleSouth Africa
  4. 4.Centre for Innovative Learning TechnologyCape Peninsula University of TechnologyCape TownSouth Africa
  5. 5.Faculty of EducationCape Peninsula University of TechnologyMowbraySouth Africa

Personalised recommendations