The spatial subversions of global citizenship education: Negotiating imagined inclusions and everyday exclusions in international schools in China

Woods, Orlando; Kong, Lily

doi:10.1016/j.geoforum.2020.04.005

Cited by 29 publications

(26 citation statements)

References 47 publications

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“…The impact of comprehensive and globalising phenomena can be seen in the mentions of globalisation [2] and internationalisation [4] often seen as synonyms or as part/parcel or consequence/agent-related phenomena, which may act as a homogenising force in education (e.g. Goren and Yemini 2017a;Khoo 2011;Woods and Kong 2020), thus triggering both homogenising and heterogenising reactions, translated in nationalistic and/or cosmopolitan discourses and tensions. Another criticism raised at GCE is its homogenising nature based on Eurocentric/colonial views of the world (e.g.…”

Section: Resultsmentioning

confidence: 99%

“…Cantón and Garcia 2018;Dreamson 2018) while others see GCE as being 'negative' for promoting coloniality [8] and neoliberal [3] views of education (e.g. Cho and Mosselson 2018;Grimwood 2018;Pashby and Sund 2020;Woods and Kong 2020). As a reaction to the former, postcolonial [7] views of GCE have emerged, in order to promote alternative directions in epistemology [9] and pedagogy [10] in GCE (e.g.…”

Section: Resultsmentioning

confidence: 99%

“…Due to its 'global' character, GCE is a subject of research in many parts of the world, such as in: the United States (Landorf and Doscher 2013;Landorf, Doscher, and Hardrick 2018); the United Kingdom (Steils et al 2015;Wimpenny et al 2012), Brazil (Ruano, Galeffi, and Ponczek 2014); New Zealand (Grimwood 2018); Ghana (Howard et al 2018); Lebanon (Ghosn-Chelala 2020); China (Woods and Kong 2020); South Korea (Cho and Mosselson 2018); Poland (Leek 2016); Jordan (Jarrar 2012) Spain (Ortega, Cordón-Pedregosa, and Sianes 2013); Israel Yemini 2017a, 2017b); and Mexico (Cantón and Garcia 2018). Pais and Costa (2020, 1) identified two conflicting discourses around GCE: one related to critical democracy and the relevance of 'ethical values, social responsibility and active citizenry' and the other related to neoliberal discourse that privileges a 'market-rationale, focused on self-investment and enhance profits'.…”

Section: Introduction and Initial Considerationsmentioning

confidence: 99%

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Global citizenship education (GCE) in internationalisation: COIL as alternative Thirdspace

Guimarães

Finardi

2021

Globalisation, Societies and Education

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In the current scenario of dispersed knowledge authorities and uncertainty brought by the Covid-19 pandemic, a critical reflection on the nationalist and anti-global climate is necessary to support the promotion of alternative ways of Global Citizenship Education (GCE). This paper addresses some of the criticism raised at the concept of GCE to discuss Collaborative Online International Learning (COIL) as an alternative Thirdspace for promoting intercultural encounters in the internationalisation of higher education, in order to cope with local, national and global tensions in this process, with a 'glonacal' view that accounts for the role of individuals, local/national governments and higher education in it.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Introduction and Initial Considerationsmentioning

confidence: 99%

See 1 more Smart Citation

Global citizenship education (GCE) in internationalisation: COIL as alternative Thirdspace

Guimarães

Finardi

2021

Globalisation, Societies and Education

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“…Dissatisfaction with the competitive mainstream education system and the recent emphasis on “21st century skills” have increased the popularity of international schools among the local population and have led to a diversification of the types of international schools available in China. International schools with curricula that provide entry into North American and West European universities (e.g., Advanced Placement and International Baccalaureate Diploma programmes) are perceived as better equipped to teach students the skills necessary to navigate a globalised world (Wright & Lee, 2014; Woods & Kong 2020). The expansion of the private international schooling sector is curtailed by its high fees and the government's policy that restricts Chinese nationals from attending these schools (Wright & Lee, 2014).…”

Section: The Place Of Alternative Education In China's Educational Lamentioning

confidence: 99%

Alternative education spaces and pathways: Insights from an international Christian school in China

Silva

Woods

Kong

2020

Area

Self Cite

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The nascent scholarship on geographies of alternative education focuses on alternative education spaces, mostly located in the UK, that resist and/or negotiate neoliberal restructuring of education, some of which cater to socially marginalised groups. In contrast, through an ethnographic focus on an underground Christian international school in China, we examine an alternative education space that responds to parents' aspirations for their children to be inculcated with global cultural capital, Chinese values, and Christian beliefs. These aspirations are not fulfilled in mainstream state schools or international schools in China, but are demanded by parents looking for a “superior” set of skills for their children to navigate the increasingly neoliberal, and global, higher education and employment landscapes. The discussion reveals the incongruities in the school's claim to simultaneously instil global, local, and spiritual forms of cultural capital, which leads to two visions of the pathway to higher education. The paper expands the geographies of alternative education in three ways. First, it shows how international and faith‐based schools can provide alternative schooling. Second, it shows how the departure of alternative education spaces from their mainstream counterparts can reveal the inadequacies of the latter. Third, it draws attention to how the cultural capital inculcated through alternative education can lead to alternative international higher education pathways within and beyond China.

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“…On the other, it is a strategic tool that underpins visions of an idealised, global citizen for the 21st century. In this latter view, cosmopolitanism has been studied as a form of social and cultural capital that can be taught, learnt, and converted into economic gain (Hörschelmann and El Refaie, 2014; Mitchell, 2003; Woods and Kong, 2020a). The conversion value of cosmopolitanism is predicated on the “strategic use of diversity for competitive advantage in the global marketplace” (Mitchell, 2003, p. 387), and has caused it to be a vehicle through which neoliberal ideals can be reproduced by governments and education systems, and entrenched within societies.…”

Section: The Colonising Impulses Of Cosmopolitanismmentioning

confidence: 99%

Affective cosmopolitanisms in Singapore: Dancehall and the decolonisation of the self

Woods

2020

Trans Inst British Geog

Self Cite

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This paper advances a new understanding of cosmopolitanism, one that is rooted in the affective potential of the body. It argues that while the self is often projected onto the body, so too can the body play an important role in (re)imagining the self. As such, the body can decolonise the self from the mind, from the expectations of society and culture, and from the normative epistemological underpinnings of academic knowledge production. I validate these theoretical arguments through an empirical focus on the practice of dancehall in Singapore. Dancehall is an emancipatory cultural movement that emerged in Jamaica in the late 1970s, and, among other things, has become known for its sexually provocative representation of the human body. Singapore, on the other hand, is a conservative Asian city‐state in which cosmopolitan self‐fashioning is an elite, top‐down process imparted by the government and education system. By reconciling dancehall culture in/and the Singapore context, I explore how Singaporean youths forge new, more affective, forms of cosmopolitan self‐realisation. Through dancehall, they learn how to engage with the self on their own terms, and thus realise new ways of being in the world.

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The spatial subversions of global citizenship education: Negotiating imagined inclusions and everyday exclusions in international schools in China

Cited by 29 publications

References 47 publications

Global citizenship education (GCE) in internationalisation: COIL as alternative Thirdspace

Global citizenship education (GCE) in internationalisation: COIL as alternative Thirdspace

Alternative education spaces and pathways: Insights from an international Christian school in China

Affective cosmopolitanisms in Singapore: Dancehall and the decolonisation of the self

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