David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
Learn more about PhilPapers
Educational Philosophy and Theory 43 (10):1119-1134 (2011)
In the context of the increasingly transnational organization of society, culture, and communication, this article develops a conceptualization of the global common as a basic condition of interrelation and shared experience, and describes contemporary political efforts to fully democratize this condition. The article demonstrates the implications for curriculum and teaching of this project, describing in particular the importance of fundamentally challenging the interpellation of students as subjects of the nation, and the necessity for new and radically collaborative forms of political and pedagogical authority that can more powerfully realize the imaginative potential of educators and students alike as global democratic actors. In this effort, familiar progressive educational ideas (e.g. the importance of the continuity of the curriculum, and the meaning and purpose of experimentalism) are interrogated and rearticulated. The article concludes with a discussion of the unique ways in which education can contribute to constructing a democratic society in the global era, and how the central aspects of such a pedagogy in common can also suggest essential principles for the organization of social movements in this context
|Keywords||globalization critical theory curriculum theory|
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
References found in this work BETA
John Dewey (1998). Experience and Education. Kappa Delta Pi.
Jacques Rancière (1991). The Ignorant Schoolmaster: Five Lessons in Intellectual Emancipation. Stanford University Press.
John Dewey (1916/2004). Democracy and Education. Dover Publications.
Citations of this work BETA
Derek R. Ford (2015). The Pneumatic Common: Learning in, with and From the Air. Educational Philosophy and Theory 47 (13-14):1405-1418.
S. Farquhar & Elizabeth Jayne White (2013). Philosophy and Pedagogy of Early Childhood. Educational Philosophy and Theory 46 (8):1-12.
Similar books and articles
Zonghao Bao & Kun Xiang (2006). Digitalization and Global Ethics. Ethics and Information Technology 8 (1):41-47.
Douglas Kellner, Critical Pedagogy, Cultural Studies, and Radical Democracy at the Turn of the Millennium: Reflections on the Work of Henry Giroux.
Terry Macdonald (2008). Global Stakeholder Democracy: Power and Representation Beyond Liberal States. OUP Oxford.
James Magrini, Toward a "Democratic" Vision of Pedagogy: Hermeneutic Interpretation Through Communicative Discourse in the Humanities Classroom.
Mordechai Gordon (ed.) (2001). Hannah Arendt and Education: Renewing Our Common World. Westview Press.
Ian Davies, Mark Evans & Alan Reid (2005). Globalising Citizenship Education? A Critique of 'Global Education' and 'Citizenship Education'. British Journal of Educational Studies 53 (1):66 - 89.
Lucien Criblez (1999). Requirements for a Democratic Education Organization. Studies in Philosophy and Education 18 (1):107-119.
Joel H. Spring (2006). Wheels in the Head: Educational Philosophies of Authority, Freedom, and Culture From Socrates to Human Rights. L. Erlbaum Associates, Publishers.
Karen E. Mayo (2004). Education in a Global Society: Meeting the Needs of Children in a Socially Toxic World. World Futures 60 (3):217 – 223.
Patrick M. Jenlink (2007). Globalization and the Evolution of Democratic Civil Society: Democracy as Spatial Discourse. World Futures 63 (5 & 6):386 – 407.
Added to index2010-02-11
Total downloads8 ( #371,312 of 1,790,408 )
Recent downloads (6 months)1 ( #433,815 of 1,790,408 )
How can I increase my downloads?