The Educational Challenge of Unraveling the Fantasies of Ontological Security

Canadian Journal of Higher Education

Andreotti

Suša

2019

Self Cite

Internationalization continues to be a priority within many Canadian universities. While it is imperative to attend to the ethical dilemmas that accompany the intensification of internationalization, different ethical frameworks operate according to different orientating assumptions. In this paper, we seek to pluralize and deepen conversations about the ethics of internationalization by illustrating how three global ethics approaches address questions of international student mobility, study and service abroad, and internationalizing the curriculum. We conclude by emphasizing the need for both scholars and practitioners to engage in multi-voiced, critically-informed analyses, and dissensual conversations about complex ethical dilemmas related to internationalization. Résumé Beaucoup des universités Canadiennes donnent la priorité à l'internationalisation. Bien qu'il faut considerer les dilemmes éthiques qui suivent l'intensification de l'internationalisation, il faut dire que des divers cadres éthiques suivent des divers hypothèses fondamentales. Dans cet article, nous cherchons de diversifier et d'approfondir les conversations sur l'éthique de l'internationalisation; nous illustrons comment trois approches éthiques répondent aux questions de mobilité des étudiants internationals, des études/l'aide internationals, et l'internationalisation du programme. Nous

Section: Liberal Approaches To Global Ethicsmentioning

confidence: 99%

Pluralizing Frameworks for Global Ethics in the Internationalization of Higher Education in Canada

Canadian Journal of Higher Education

Andreotti

Suša

2019

Self Cite

“…Here, I synthesise critiques that identify the various architectures of being that are naturalised within modernity (Stein, Hunt, Suša, & de Oliveria Andreotti, 2017). The modern-colonial habitof-being rests first and foremost on a foundational separation of humans from each other and the rest of nature (other-than-human beings), and holds out the promise of unrestricted autonomy and independence (Alexander, 2005;McVittie, Datta, Kayira, & Anderson, 2019;Silva, 2014).…”

Section: Decolonial Critiques Of Modernitymentioning

confidence: 99%

The Ethical and Ecological Limits of Sustainability: A Decolonial Approach to Climate Change in Higher Education

Aust. J. environ. educ.

2019

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In this article, I offer a decolonial critique of the ethical and ecological limits of mainstream sustainability efforts in higher education. In doing so, I identify colonialism as the primary cause of climate change, and the primary condition of possibility for modern higher education. I further suggest that the abiding failure to address the centrality of colonialism in both climate change and higher education is not a problem of ignorance that can be solved with more information, but rather a problem of denial that is rooted in enduring investments in the continuity of existing institutions and a modern-colonial ‘habit-of-being’ (Shotwell, 2016). I argue that in order to face the ethical and ecological impossibilities of making higher education institutions sustainable, we will need to set our horizons of hope beyond the promises that they offer.

“…We write as part of the Gesturing Towards Decolonial Futures collective, a group of researchers, artists, educators, students, and activists involved in research, artistic, and pedagogical experiments in education. We have written extensively about both the generative and harmful potential of engagements with decolonization (Ahenakew, 2016(Ahenakew, , 2019Ahenakew, Andreotti, Cooper, & Hireme, 2015;Ahenakew & Naepi, 2015;Amsler, 2019;Andreotti, 2016;Andreotti, Stein, Ahenakew, & Hunt, 2015;Andreotti, Stein, Sutherland, Pashby, Suša, Amsler, & the Gesturing Towards Decolonial Futures Collective;Jimmy, Andreotti & Stein, 2019;Naepi, Stein, Ahenakew, & Andreotti, 2017;Stein, 2017Stein, , 2019Stein, , 2020Stein, Hunt, Suša, & Andreotti, 2017). In our research, teaching, community engagements, and other forms of cultural production and pedagogy, we do not offer normative definitions of decolonization, nor put forth prescriptive plans for action.…”

Section: Introductionmentioning

confidence: 99%

Gesturing Towards Decolonial Futures

Andreotti

Suša

et al. 2020

NJCIE

Self Cite

In this article we review learnings from our collaborative efforts to engage with the complexities and challenges of decolonization across varied educational contexts. To do so, we consider multiple interpretations of decolonization, and multiple dimensions of decolonial theory and practice – in particular, the ecological, cognitive, affective, relational, and economic dimensions. Rather than offer normative definitions or prescriptions for what decolonization entails or how it should be enacted, we seek to foster greater sensitivity to the potential circularities in this work, and identify opportunities and openings for responsible, context-specific collective experiments with otherwise possibilities for (co)existence. Thus, we emphasize a pedagogical approach to decolonization that recognizes the role of complexity, complicity, and uncertainty.