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Cosmopolitization as liberation education

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Abstract:

Considered in this paper is the potential for the conceptual tools of a theory cosmopolitan modernities proposed by Beck and Grande (2010) to reveal the problems of political agency and prospects of political realization implicated in when liberation is viewed as both a goal and a process of education in a world risk society (Beck, 1999, 2009). These problems arise from the wide array of socio-economic, cultural and environmental changes that demand a rethinking of citizenship and the nature of supporting civic education at the most fundamental level of our understanding of democracy. Changes include the globalization of capital and risks, the intensification of migration flows, the associated growth of multi-ethnic polities, the rise of new social movements for political participation, and the emergence of cyberspaces creating social networking opportunities that cross borders. Following Beck and Grande I frame a problem of liberation education as one of creating imagined cosmopolitan risk communities across borders and divisions that demand new possibilities of communication and action. Using the example of Civic Voices, a joint effort of two international civics projects: Civics Mosaic and the International Democracy Memory Bank, funded by the United States Department of Education, under the Education for Democracy Act, I consider the potential for the cosmopolitization of such communication and action to connect students, and teachers in different societies in ways that change the position and function of the “self” and the “other”, ways that could provide the basis for creating civic literacy in a global context.
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Name: 55th Annual Conference of the Comparative and International Education Society
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URL: http://citation.allacademic.com/meta/p493925_index.html
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MLA Citation:

Mawhinney, Hanne. "Cosmopolitization as liberation education" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, May 01, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p493925_index.html>

APA Citation:

Mawhinney, H. , 2011-05-01 "Cosmopolitization as liberation education" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p493925_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Considered in this paper is the potential for the conceptual tools of a theory cosmopolitan modernities proposed by Beck and Grande (2010) to reveal the problems of political agency and prospects of political realization implicated in when liberation is viewed as both a goal and a process of education in a world risk society (Beck, 1999, 2009). These problems arise from the wide array of socio-economic, cultural and environmental changes that demand a rethinking of citizenship and the nature of supporting civic education at the most fundamental level of our understanding of democracy. Changes include the globalization of capital and risks, the intensification of migration flows, the associated growth of multi-ethnic polities, the rise of new social movements for political participation, and the emergence of cyberspaces creating social networking opportunities that cross borders. Following Beck and Grande I frame a problem of liberation education as one of creating imagined cosmopolitan risk communities across borders and divisions that demand new possibilities of communication and action. Using the example of Civic Voices, a joint effort of two international civics projects: Civics Mosaic and the International Democracy Memory Bank, funded by the United States Department of Education, under the Education for Democracy Act, I consider the potential for the cosmopolitization of such communication and action to connect students, and teachers in different societies in ways that change the position and function of the “self” and the “other”, ways that could provide the basis for creating civic literacy in a global context.


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