Cognitive Praxis in Today's “International Education” Movement: A Case Study of Intents and Affinities

Parker, Walter C.; Camicia, Steven P.

doi:10.1080/00933104.2009.10473387

Cited by 20 publications

(19 citation statements)

References 21 publications

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“…Interpreting the signifier of 'community' in this way enables us to revise a valuable curriculum concept, community, to meet the demands of educational change in an increasingly globalised world. A cosmopolitan curriculum is emerging in the in the US and other countries, but the intents and understandings of cosmopolitanism and community vary (Parker and Camicia 2009). Themes of neoliberalism and democracy are central to the discourse of cosmopolitanism, each communicating a different vision of a global community, and as a result, different intents for a cosmopolitan curriculum.…”

Section: Resultsmentioning

confidence: 99%

“…In a recent study, Parker and Camicia (2009) found contradictory themes in current attempts to internationalise the curriculum. Their findings are illustrated in our following examples.…”

Section: The Discourse Of Democratic Cosmopolitanism: Curriculum Refomentioning

confidence: 94%

“…We provide a theoretically complex *Corresponding author. Email: steven.camicia@usu.edu snapshot of how discourses of community and cosmopolitanism can be used to identify the intents and affinities of curriculum reform (Parker and Camicia 2009;Franklin 2010). We offer examples from the US and Great Britain.…”

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confidence: 98%

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Curriculum reform in a globalised world: the discourses of cosmopolitanism and community

Camicia¹,

Franklin²

2010

London Review of Education

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Under conditions of globalisation, the discourse of cosmopolitanism adds a new dimension to analysis of curriculum reform. We examine the meanings and contentions of curriculum as a regulatory function in rapidly changing, global communities. We examine cosmopolitanism and curriculum through the lenses of two cosmopolitan discourses, neoliberal and democratic. This provides a theoretically complex snapshot of how the discourse of cosmopolitanism reflects different ideologies concerning community and curriculum reform. We support and conclude with a curriculum proposal promoting a democratic cosmopolitan discourse that is culturally responsive, democratic, and socially just in the face of neoliberal globalisation.There are, it seems, critical connections between the array of discourses -the textual ideas that provide meaning and constitute systems of power -that we employ to talk about the interplay between broad cultural practices and the narrower policies and programs of specific institutions such as the schools. Such discourses serve an important role as the lenses that enable us to explain and understand for example, what schools teach, how teachers and student behave and interact with each other, how they relate to the larger society, and how over time they maintain themselves as well as change.

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Section: Resultsmentioning

confidence: 99%

“…In a recent study, Parker and Camicia (2009) found contradictory themes in current attempts to internationalise the curriculum. Their findings are illustrated in our following examples.…”

Section: The Discourse Of Democratic Cosmopolitanism: Curriculum Refomentioning

confidence: 94%

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Curriculum reform in a globalised world: the discourses of cosmopolitanism and community

Camicia¹,

Franklin²

2010

London Review of Education

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“…Transnationalism and globalization have entered into debates about citizenship education (Banks, 10 2004(Banks, 10 , 2008Castles, 2004;Knight Abowitz & Harnish, 2006), and a growing chorus of social studies scholars have focused on internationalization (e.g., Parker & Camicia, 2009;Rubin & Giarelli, 2008). Yet social studies teachers' interactions with their students have often been left underexplored.…”

Section: Transnationalism and Educationmentioning

confidence: 99%

Beyond the “English Learner” Frame: Transnational Funds of Knowledge in Social Studies

Dabach

Fones

2016

IJME

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Transnationalism is a phenomenon that has consequences for education, broadly defined. Even as youth engage in transnational practices that expand their knowledge across borders, immigrant students in U.S. schools are often framed narrowly as "English learners" and their forms of knowledge may be erased. Synthesizing literature at the intersection of transnationalism and education, citizenship education, and funds of knowledge, we argue for the necessity of recognizing immigrant youth's transnational funds of knowledge. We draw from a qualitative study to illustrate how a high school social studies teacher created space for students' transnational funds of knowledge in the classroom, focusing on a Pakistani student's return visit to his country of origin. The teacher's orientation toward students' transnational funds of knowledge served to counter assimilationist discourses while teaching U.S. civics. This article contributes to understanding how immigrants' transnational experiences can widen narrow visions of citizen-building in formal schooling and build upon their assets for a more inclusive society.

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“…Many scholars have observed that there remain significant tensions between different approaches to global citizenship education-namely, an entrepreneurial approach that stresses teaching competencies that students will need for a future global job market and a more social justice approach that aims to develop socially conscious global citizens who are capable of being change agents to address global problems in local and global arenas (Dill, 2015;Parker and Camecia, 2009). …”

Section: Introductionmentioning

confidence: 99%

Are WE the world? A critical reflection on selfhood and global citizenship education

Wang

Hoffman

2016

EPAA

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Although much debate exists on the conceptualization, nature, and goals of global citizenship education, there has been widespread support for incorporating ideals of global citizenship into the practices, texts, and curricula of U.S. schools and universities. In this paper, we offer an interpretive discourse based critique of ideas of selfhood underlying global citizenship education. Based on analysis of two U.S. high school curricula and materials available on websites devoted to global citizenship, the article develops a critique of universalizing constructs of selfhood that underlie global citizenship discourse. These assumptions obscure reflection on dynamics of social class privilege that shape global citizenship activism and situate global citizenship education as a potentially counter-productive neoliberal discourse. The article concludes with recommendations Are WE the world? 2 for practitioners interested in developing a more self-reflective and critical global citizenship education. Keywords: global citizenship education; selfhood; critical reflection; curriculum Abstract: Although much debate exists on the conceptualization, nature, and goals of global citizenship education, there has been widespread support for incorporating ideals of global citizenship into the practices, texts, and curricula of U.S. schools and universities. In this paper, we offer an interpretive discourse based critique of ideas of selfhood underlying global citizenship education. Based on analysis of two U.S. high school curricula and materials available on websites devoted to global citizenship, the article develops a critique of universalizing constructs of selfhood that underlie global citizenship discourse. These assumptions obscure reflection on dynamics of social class privilege that shape global citizenship activism and situate global citizenship education as a potentially counter-productive neoliberal discourse. The article concludes with recommendations for practitioners interested in developing a more self-reflective and critical global citizenship education. Keywords: global citizenship education; selfhood; critical reflection; curriculum ¿Somos NOSOTROS el mundo? Una reflexión crítica sobre la "personalización" y la educación para una ciudadanía global Resumen: A pesar de que existe mucho debate sobre la conceptualización, naturaleza y metas de la educación para la ciudadanía global, existe un amplio apoyo para la incorporación de ideas de ciudadanía global en prácticas, textos y currículos de escuelas y universidades en los E.E.U.U. Este artículo ofrece una crítica interpretativa basada en discurso de las ideas de personalización (selfhood) que subyacen la educación de ciudadanía global, basados en análisis de dos currículos de colegios estadounidenses y materiales disponibles en sitios de web dedicados a la ciudadanía global. Estos supuestos oscurecen la reflexión sobre las dinámicas de privilegio de clase social que subyacen esas nociones sobre ciudadanía global y sitúan la educación ciudadana global co...

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Cognitive Praxis in Today's “International Education” Movement: A Case Study of Intents and Affinities

Cited by 20 publications

References 21 publications

Curriculum reform in a globalised world: the discourses of cosmopolitanism and community

Curriculum reform in a globalised world: the discourses of cosmopolitanism and community

Beyond the “English Learner” Frame: Transnational Funds of Knowledge in Social Studies

Are WE the world? A critical reflection on selfhood and global citizenship education

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