Education and Three Imaginaries of Global Citizenship

Rönnström, Niclas

doi:10.1007/978-3-319-30430-4_9

Cited by 4 publications

(5 citation statements)

References 17 publications

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“…However, the aspirations also partly seem to rely on the implicit assumption that the mere presence of culturally different "others" will somehow lead to the development of intercultural competence, a view that is refuted in recent research (Leask & Carroll, 2011;Vande Berg, Paige, & Lou, 2012;Leask, 2014;Gregersen-Hermans, 2015;Keizer-Remmers, 2017). Instead, these and other researchers (Deardorff, 2015;de Wit, Hunter, & Coelen, 2015;Rönnström, 2016) stress the importance of intentional learning and curriculum design, a focus on the process, and ongoing assessment of the impact and the outcomes of international education. Moreover, Deardorff and Arasaratnam-Smith (2017, p. 294) strongly emphasise the "intentionality" (of educators, learners and institutions), as "intercultural competence does not just happen".…”

Section: Intentional Intercultural Learningmentioning

confidence: 99%

Global Mind Monitor — determining intercultural competencies of Stenden Hotel Management School students: setting the research agenda

Keizer-Remmers

Brandsma-Dieters

2019

Research in Hospitality Management

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Section: Intentional Intercultural Learningmentioning

confidence: 99%

Global Mind Monitor — determining intercultural competencies of Stenden Hotel Management School students: setting the research agenda

Keizer-Remmers

Brandsma-Dieters

2019

Research in Hospitality Management

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“…Progressiv styrning innebar att skilja offentlig från privat sektor, och demokratiska från ekonomiska samhällsföreställningar. Under neoliberalismens glansdagar blev det allt vanligare att sammanföra offentlig och privat sektor (Almqvist 2006), men också ekonomi och demokrati (Rönnström 2016). New public management (NPM) innebar att den privata sektorn blev normgivande för styrningen av det allmänna.…”

Section: Kritisk Forskningstradition Och Samhällsföreställningar Som ...unclassified

“…Rektorer kan inte förlita sig på demokratiska föreställningar som sviker dem i praktiken, och demokratin kan inte heller förlita sig på rektorer som inte längre ser dess värde och praktiska relevans. Studien visar på ett behov av demokratiskt nytänkande i skolan och skolans styrning och ledning eftersom den nyliberala rekonstruktionen av den svenska demokratitraditionen ersatt kollektivt agentskap med egennytta och ett ekonomiskt företräde på sätt som skapar alltför många problem och alltför få lösningar när det gäller arbete med demokrati i skolan (Wahlström 2022;Woods & Gronn, 2009;Rönnström 2016). Studiens upplägg har dock begränsningar som manar till försiktighet när det gäller dess resultat.…”

Section: Rektorers Arbete Med Demokrati I Skolan: Konklusionunclassified

“…Demokratin och skolans demokratiska uppdrag utmanas också av ordinära krafter som har att göra med att vi allt högre utsträckning föreställer oss samhället som en ekonomi och i allt lägre utsträckning som en demokrati (Rönnström 2015(Rönnström , 2016. Den här artikeln syftar till att bidra med kunskap om rektorers arbete med demokrati i skolan och vilken roll demokratiska och ekonomiska samhällsföreställningar spelar i deras arbete med demokrati.…”

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Rektorers arbete med demokrati

Rönnström

2024

U&D

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Principals’ work with democracy. Always important, sparsely accomplished, constantly challenged. This paper examines principals’ work with democracy in schools, the challenges they face when carrying out such work and what role they themselves consider playing in the democratic work. The paper is based on an interview study with principals. The first interviews were conducted in 2003 and the later in 2023, which allows comparison between principals who exercise school leadership in different time and space. The study shows that the principals describe democratic work as always important but sparsely accomplished. The democratic work of principals is described as multidimensional including the realization of the tasks of schools, schedule-breaking activities, democratic school organization, the promotion of democratic attitudes, and environmental or external monitoring. The study also shows that principals engage in innovative democratization although there are tensions between economic and democratic imaginaries pervading their work likely to crowd out the always important, sparsely accomplished and constantly challenged democratic work.

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“…In doing so, we acknowledge the fact that the human and social sciences have taken renewed interest in the old concept of cosmopolitanism in recent years as part of a continuous re-imagination of how humans link into one another to form society in moral terms (see for example, Beck and Grande, 2010; Kumm, 2013; Robins, 2006; Delanty, 2009; Strand, 2010; Papastephanou, 2013). As a part of such a design, we argue that territorial nation-centred premises need to be critically assessed anew, and recent globalist economic views of human capital education need to be re-imagined in education and elsewhere (see also Rönnström, 2016, 2018, 2019, Roth, 2012, 2015). We agree with the German sociologist Ulrich Beck (2016) that recent global change has triggered a metamorphosis of society and our nation-states.…”

Section: Part 3: a Cosmopolitan Design Of Education – Towards Critica...mentioning

confidence: 99%

Welcoming refugee children with a moral, rather than merely legal, right to education: Ideas for a cosmopolitan design of education

Rönnström

Roth

2023

Policy Futures in Education

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In this paper, we argue for the moral and not merely the legal right to education for refugee children. National education in many countries is challenged by refugee flows and influx of displaced people. However, there is a tendency to think of refugee flows as isolated events rather than parts of the dynamics of a world society that national education systems needs to respond responsibly to and build capacity for. Consequently, there is a gap between the legal right to education for refugee children and its practical realization, and granting refugee children access to national education systems is becoming part of the problem and not only a solution to the de-territorializing and cosmopolitan challenges of refugee flows and displaced people. We argue that education for children of refugees’ need to meet with a cosmopolitan design of education in order to respond responsibly to the right to education for refugee children. In the first part, we discuss the legal right to education for refugee children, and moral challenges with regard to its practical realization in nation-centred school systems and schools. In the second part, we discuss de-territorializing effects of refugees in education by reviewing research on refugee education, refugee children’s experiences of education and by discussing refugee education in Sweden as a case. In the final part, we discuss ideas for a cosmopolitan design of education. We argue for a moral commitment to the education of refugee children in order for us to respond responsibly to their legal and moral rights and situation, but also to the legal and moral rights, and situations of those affected in host countries. We also argue for the importance of critical cosmopolitan imagination in education that does not restrict education to norms of national loyalty and national integration, or to economic norms of competitiveness and effectiveness.

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Education and Three Imaginaries of Global Citizenship

Cited by 4 publications

References 17 publications

Global Mind Monitor — determining intercultural competencies of Stenden Hotel Management School students: setting the research agenda

Global Mind Monitor — determining intercultural competencies of Stenden Hotel Management School students: setting the research agenda

Rektorers arbete med demokrati

Welcoming refugee children with a moral, rather than merely legal, right to education: Ideas for a cosmopolitan design of education

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