Vanessa De Oliveira Andreotti
Biographic Data
| ID | 122111 |
|---|---|
| NAME | Vanessa De Oliveira Andreotti |
| GIVEN NAMES | Vanessa De Oliveira |
| FAMILY NAME | Andreotti |
| SIGNATURE | ANDREOTTI V O |
| AFFILIATIONS | University of British Columbia |
| ORCID | 0000-0003-1608-2488 |
| VERIFIED | Yes |
| TOTAL WORKS | 42 |
| TOTAL CITATIONS | 389 |
| AUTHOR COUNT | 42 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 10 |
Deepening relational capacity to confront the polycrisis in higher education and beyond
This article examines the multifaceted challenges confronting Canadian higher education, situating these against a backdrop of volatility, uncertainty, complexity, and ambiguity (VUCA) and the poly-/meta-/perma-crisis. We examine 10 specific challenges, including uncertain finances; affordability crisis; complexities of equity, diversity, inclusion, decolonization, and Indigenization; intergenerational dissonance; public (ir)relevance; ecological…
Repurposing the University in Times of Social and Ecological Breakdown: From the Ivory Tower to the Nurse Log
This article considers how universities might be repurposed to fulfill their responsibilities to future generations in the context of accelerating social and ecological breakdown. To do so, we invite readers into an inquiry about how educators might prepare ourselves and our students to navigate current and coming disruptions in ways that interrupt enduring cycles of violence and unsustainability through processes of redistribution, reparation, r…
Beyond colonial futurities in climate education
Many pedagogies that seek to address the climate and nature emergency (CNE) promise hope and solutions for an idealized future. In this article, we suggest these pedagogies are rooted in the same modern/colonial system that created the CNE and other ‘wicked’ socio-ecological challenges in the first place, and thus they are not well-suited for preparing students to navigate these challenges. We also ask what kind of climate education could invite …
Nossa Casa Está Caindo… E Agora, Vanessa? Capitalismo, Decolonialidade E Futuros Re-Imaginados
Fruto de diálogos estabelecidos ao longo de algum tempo, a presente entrevista intenta contribuir para ampliar os horizontes da pesquisa em Linguística Aplicada no Brasil e das pesquisas fundamentadas em quadros de referência críticos e decoloniais, que colocam em xeque a modernidade/colonialidade, bem como noções de progresso, desenvolvimento, verdade, certeza e educação fundadas na separabilidade que privilegia o ser humano em relação a todos o…
The task of education as we confront the potential for social and ecological collapse
This article invites us to consider the task of education as we face the end of the world as we have known it. The first part of the article gives an overview of global and educational challenges, drawing attention to how formal education has been complicit in the reproduction of historical and systemic violence, as well as unsustainability. This section also offers a distinction between educational approaches that focus on personal empowerment a…
Depth education and the possibility of GCE otherwise
This reflective article offers an account of important lessons I have been taught as an educator in the field of global citizenship education over the last 20 years. The article highlights some of the complexities and challenges in this area, with particular attention to problematic patterns of north–south relations and to the role of education in addressing systemic complicities in harm and unsustainability. The stories of practice presented in …
Mobilising global citizenship education for alternative futures in challenging times: An introduction
This article introduces the Special Issue ‘Mobilising Global Citizenship Education for Alternative Futures in Challenging Times’. Our call for papers was inspired by the 10th anniversary of a 2011 special issue on the political economy of global citizenship education (GCE) edited by Vanessa Andreotti. In this introduction, we review the main aims of this follow-up collection, noting the proliferation of scholarship on the topic of GCE and calls f…
Conspicuous Consumption: Economies of virtue and the commodification of Indigeneity
Our work examines the complexities and paradoxes of decolonization and Indigenization, including multiple understandings, conflicting aspirations, contradictory desires, institutional instrumentalizations, heterogeneity within and between Indigenous communities and enduring limitations of efforts in this area. We start this article with an overview of the work of the Gesturing Towards Decolonial Futures arts/research/ecology collective and the “T…
Mapping Research in Teacher Education on Diversities and Inequalities: Opening Possibilities Through Social Cartography
This article considers the potential of the methodology of social cartography to open generative possibilities in research on diversities and inequalities in teacher education in the international context. Research in teacher education focusing on difference or diversities and inequalities offers highly diverse practices and orientations, yet we have found that intelligibility across research communities can be challenging and ultimately limiting…
A meta-review of typologies of global citizenship education
This paper reports on a reflexive exercise contributing a meta-mapping of typologies of GCE and supplementary analysis of that mapping. Applying a heuristic of three main discursive orientations reflected in much of the literature on GCE – neoliberal, liberal, and critical – and their interfaces, we created a social cartography of how nine journal articles categorise GCE. We found the greatest confluence within the neoliberal, greatest number wit…
From “education for sustainable development” to “education for the end of the world as we know it”
In this article, we address the limitations of sustainable development as an orienting educational horizon of hope and change, given that mainstream development presumes the possibility of perpetual growth and consumption on a finite planet. Facing these limitations requires us to consider the inherently violent and unsustainable nature of our modern-colonial modes of existence. Thus, we propose a shift from “education for sustainable development…
Who Decides? In Whose Name? For Whose Benefit? Decoloniality and Its Discontents
The growing traction of decolonization as a discourse and practice within and beyond the context of academic scholarship has generated important spaces for critical, selfreflexive engagements with the role of systemic, historical, and ongoing colonial violence in the foundations of various scholarly fields. Although the overarching area of "decolonial critique" contains a considerable range of perspectives, both complementary and contradictory, o…
Gesturing Towards Decolonial Futures: Reflections on Our Learnings Thus Far
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 …
Indigenous Knowledge Systems and Anticipation
Attempting to Imagine the Unimaginable: A Decolonial Reading of Global University Rankings
This article presents a collaboration among critical scholars of color grappling with the challenges of reimagining global university rankings (GURs) in an effort to rethink the field of comparative education from a decolonial perspective. We start with an empathetic review of scholarship on rankings. This effort evidenced that rankings are embedded and sustained within a broader dominant imaginary of higher education, circumscribed by what is de…
Education, Knowledge and the Righting of Wrongs 1
In this chapter, the author focuses on positions concerned with the exclusionary effects of 'epistemic blindness' caused by the colonization of the imagination through education itself. Various questions about education and the expansion of imagination raise issues in relation to knowing and acting in the context of righting wrongs through education. The author then explores some of those issues through three metaphors. They are education as a ve…
Indigenous Knowledge Systems and Anticipation
Crossing borders in initial teacher education: Mapping dispositions to diversity and inequity
In this article, we share a study focused on engaging teacher candidates with multiple forms of diversity and inequity to study emerging patterns of dispositions. Our primary concern is in understanding the processes through which societal inequity becomes reconstituted through teacher education. Our study attempts to deepen discourses of ‘equality’ and ‘equity’ in education, to consider the ways teacher candidates relate to broader systems of po…
Afterword: Provisional Pedagogies Toward Imagining Global Mobilities Otherwise
In this afterword we bring insights from the special issue into conversation with the ongoing educational challenges of imagining the world differently. To do so, we consider how global mobilities are conceptualized and materialized within three “pillars” of the architecture of modern existence: the nation-state, global capital, and Eurocentric humanism. We consider how each of these pillars stands dependent upon racial and colonial expropriation…
The Educational Challenge of Unraveling the Fantasies of Ontological Security
In this article we address the current context of intensified racialized state securitization by tracing its roots to the naturalized colonial architectures of everyday modern life—which we present through the metaphor of "the house modernity built." While contemporary crises are often perceived to derive from external threats to the house, we argue that in fact these crises are a product of the violent and unsustainable practices that are requir…
Higher Education and the Modern/Colonial Global Imaginary
In this article, we complicate common critical narratives about the neoliberalization of higher education by situating more recent trends within the genealogy of a modern/colonial global imaginary. By linking current patterns of 'accumulation by dispossession' with histories and enduring architectures of racialized expropriation and exploitation, we consider both the strategic possibilities and inherent limitations of enacting resistance from wit…
Cash, competition, or charity: International students and the global imaginary
Beyond 2015’, within the modern/colonial global imaginary? Global development and higher education
Efforts to emphasize higher education’s role in development have grown in recent years, but important questions remain about the motivations and effects of these initiatives. In this paper, we employ the concept of a ‘modern/colonial global imaginary’ to consider the impact of the enduring power relations and uneven politics of knowledge in the relationship between higher education and development. Specifically, we consider the Association of Com…
Ethical internationalisation in higher education: Interfaces with international development and sustainability
This analysis is situated within a larger project focusing on ethics and internationalisation in higher education. Internationalisation is occurring at a fast pace and encompasses overlapping and contradictory aims largely framed by market imperatives. At the same time, institutions of higher education increasingly promote sustainability. We use a framework informed by decolonial theories to map different orientations of internationalism at the i…
The world is my classroom: International learning and Canadian higher education, edited by Joanne Benham Rennick and Michel Desjardins / Globetrotting or global citizenship? Perils and potential of in…
The books The World Is My Classroom: International Learning and Canadian Higher Education (WMC) edited by Joanne Benham Rennick and Michel Desjardins (2013) and Globetrotting or Global Citizenship
A meta-review of typologies of global citizenship education
This paper reports on a reflexive exercise contributing a meta-mapping of typologies of GCE and supplementary analysis of that mapping. Applying a heuristic of three main discursive orientations reflected in much of the literature on GCE – neoliberal, liberal, and critical – and their interfaces, we created a social cartography of how nine journal articles categorise GCE. We found the greatest confluence within the neoliberal, greatest number wit…
(Towards) decoloniality and diversality in global citizenship education
This article focuses on the geo- and body-politics of knowledge production related to global citizenship education. It introduces a set of concepts and questions, developed in the work of (mainly) Latin American scholars, that problematise Eurocentric conceptualisations of modernity, globalisation, knowledge and ‘being’ with several implications for education. Through conceptual tools that engage the ‘darker side of modernity’, the ‘coloniality o…
The educational challenges of imagining the world differently
This article presents some reflections on the dynamics, paradoxes and gaps in academic discussions of international development education, especially in initiatives related to international experiential service learning and global citizenship education. I focus on the difficulties of starting important conversations about social historical processes that systemically reproduce material, discursive and political inequalities using the concepts of …
Gesturing Towards Decolonial Futures: Reflections on Our Learnings Thus Far
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 …
From “education for sustainable development” to “education for the end of the world as we know it”
In this article, we address the limitations of sustainable development as an orienting educational horizon of hope and change, given that mainstream development presumes the possibility of perpetual growth and consumption on a finite planet. Facing these limitations requires us to consider the inherently violent and unsustainable nature of our modern-colonial modes of existence. Thus, we propose a shift from “education for sustainable development…
Higher Education and the Modern/Colonial Global Imaginary
In this article, we complicate common critical narratives about the neoliberalization of higher education by situating more recent trends within the genealogy of a modern/colonial global imaginary. By linking current patterns of 'accumulation by dispossession' with histories and enduring architectures of racialized expropriation and exploitation, we consider both the strategic possibilities and inherent limitations of enacting resistance from wit…
The Educational Challenge of Unraveling the Fantasies of Ontological Security
In this article we address the current context of intensified racialized state securitization by tracing its roots to the naturalized colonial architectures of everyday modern life—which we present through the metaphor of "the house modernity built." While contemporary crises are often perceived to derive from external threats to the house, we argue that in fact these crises are a product of the violent and unsustainable practices that are requir…
Conflicting Epistemic Demands in Poststructuralist and Postcolonial Engagements With Questions of Complicity in Systemic Harm
In this article, I explore complex and contested interfaces between postcolonial and poststructural theories in the context of education, focusing on seemingly paradoxical epistemic demands related to justice and ethics. I start with a brief analysis of the heterogeneous and contested areas of poststructural and postcolonial theories in education, highlighting a common source of important insights in the works of Michel Foucault. Next, I present …
Epistemological Pluralism: Ethical and pedagogical challenges in higher education
This paper offers a brief analysis of aspects related to the significance and the complexities of introducing "different" epistemologies in higher education teaching and learning. We start by introducing the metaphors of abyssal thinking, epistemic blindness and ecologies of knowledge in the work of Boaventura de Souza Santos. In the second part of the paper we use Santos' metaphors to engage with the tensions of translating aboriginal epistemolo…
Beyond 2015’, within the modern/colonial global imaginary? Global development and higher education
Efforts to emphasize higher education’s role in development have grown in recent years, but important questions remain about the motivations and effects of these initiatives. In this paper, we employ the concept of a ‘modern/colonial global imaginary’ to consider the impact of the enduring power relations and uneven politics of knowledge in the relationship between higher education and development. Specifically, we consider the Association of Com…
Depth education and the possibility of GCE otherwise
This reflective article offers an account of important lessons I have been taught as an educator in the field of global citizenship education over the last 20 years. The article highlights some of the complexities and challenges in this area, with particular attention to problematic patterns of north–south relations and to the role of education in addressing systemic complicities in harm and unsustainability. The stories of practice presented in …
Who Decides? In Whose Name? For Whose Benefit? Decoloniality and Its Discontents
The growing traction of decolonization as a discourse and practice within and beyond the context of academic scholarship has generated important spaces for critical, selfreflexive engagements with the role of systemic, historical, and ongoing colonial violence in the foundations of various scholarly fields. Although the overarching area of "decolonial critique" contains a considerable range of perspectives, both complementary and contradictory, o…
Translating Theory into Practice and Walking Minefields: Lessons from the project 'Through Other Eyes
This paper reflects on the lessons learned in the design and development process of the project Through Other Eyes (TOE). It explores the justification and theoretical framework of TOE in the context of development education and global learning by outlining some of the challenges and tensions of translating postcolonial theory into pedagogical practice and of negotiating complex issues of language, representation and ownership in a context of Nor…
Between the nation and the globe: Education for global mindedness in Finland
This article explores some of the tensions at the interface of nationalist and global orientations in ideals of global mindedness and global citizenship looking specifically at the Finnish context. We engage with discussions related to the social–political and historical context of national identity in Finland and outline the conceptual framework of an educational initiative related to the development of global mindedness through experiences of i…
The political economy of global citizenship education
Crossing borders in initial teacher education: Mapping dispositions to diversity and inequity
In this article, we share a study focused on engaging teacher candidates with multiple forms of diversity and inequity to study emerging patterns of dispositions. Our primary concern is in understanding the processes through which societal inequity becomes reconstituted through teacher education. Our study attempts to deepen discourses of ‘equality’ and ‘equity’ in education, to consider the ways teacher candidates relate to broader systems of po…
Ethical internationalisation in higher education: Interfaces with international development and sustainability
This analysis is situated within a larger project focusing on ethics and internationalisation in higher education. Internationalisation is occurring at a fast pace and encompasses overlapping and contradictory aims largely framed by market imperatives. At the same time, institutions of higher education increasingly promote sustainability. We use a framework informed by decolonial theories to map different orientations of internationalism at the i…
Afterword: Provisional Pedagogies Toward Imagining Global Mobilities Otherwise
In this afterword we bring insights from the special issue into conversation with the ongoing educational challenges of imagining the world differently. To do so, we consider how global mobilities are conceptualized and materialized within three “pillars” of the architecture of modern existence: the nation-state, global capital, and Eurocentric humanism. We consider how each of these pillars stands dependent upon racial and colonial expropriation…
Mobilising global citizenship education for alternative futures in challenging times: An introduction
This article introduces the Special Issue ‘Mobilising Global Citizenship Education for Alternative Futures in Challenging Times’. Our call for papers was inspired by the 10th anniversary of a 2011 special issue on the political economy of global citizenship education (GCE) edited by Vanessa Andreotti. In this introduction, we review the main aims of this follow-up collection, noting the proliferation of scholarship on the topic of GCE and calls f…
Cognition, affect and relationality: Experiences of student teachers in a course on multiculturalism in primary teacher education in Aotearoa/New Zealand
This article presents an analysis of journal entries of student teachers in a course on multicultural and language studies in primary education in Aotearoa/New Zealand, which was informed by a discursive strand of postcolonial theory, in particular Gayatri C. Spivak’s ideas of education ‘to-come’ as an ‘un-coercive rearrangement of desires’ towards an ethical imperative towards the Other, ‘before will’. We start this article with a contextualizat…
WSF, ethics and pedagogy
In this paper we intend to explore the potential of the WSF as a space to promote the emergence of a new culture of politics - as a new way of making meaning about the world, of "thinking beyond modernity" and "imagining otherwise". We start with an analysis of the ethics of the Forum and what we see as limitations for creating the conditions of nurturing such a way of thinking politics. We then examine the types of ethics, vision of the other wo…
The unstated politics of stranger making in Europe: A brutal kindness
Drawing on the works of Ahmed, Balibar and Appadurai, this article explores the complex dynamics of stranger making in Europe, with particular focus on the status of immigrants who are marked by systemic racialization. The article offers brief analyses of a series of ‘critical incidents’ to illustrate contemporary enactments of stranger making politics in order to examine how theorizations of race and racialization may be shifting in European con…
A New Net to Go Fishing: Messages From International Evidence-Based Research and Kaupapa Māori Research
This article draws upon a Māori metaphor to describe the theoretical framework underpinning the methodology and findings of a research project completed by researchers from the University of Canterbury, New Zealand, in 2010. It explains how and why the project required the research team to synthesise key information from four New Zealand Ministry of Education Best Evidence Synthesis (BES) reports as well as kaupapaMāori research associated with t…
Engaging critically with ‘objective’ critical analysis: A situated response to Openshaw and Rata
Roger Openshaw and Elizabeth Rata conceptualise Kaupapa Māori as a dominant intellectual orthodoxy in New Zealand, which creates a ‘culturalist ideological conformity’ that limits the university’s ability to serve as the critical conscience of society’. They argue for the primacy of academic objectivity as the criteria for what counts as ‘weighty inquiry’ and against essentialism and cultural elitism. This paper offers a situated reading of Opens…
WSF, ethics and pedagogy
In this paper we intend to explore the potential of the WSF as a space to promote the emergence of a new culture of politics - as a new way of making meaning about the world, of "thinking beyond modernity" and "imagining otherwise". We start with an analysis of the ethics of the Forum and what we see as limitations for creating the conditions of nurturing such a way of thinking politics. We then examine the types of ethics, vision of the other wo…
Translating Theory into Practice and Walking Minefields: Lessons from the project 'Through Other Eyes
This paper reflects on the lessons learned in the design and development process of the project Through Other Eyes (TOE). It explores the justification and theoretical framework of TOE in the context of development education and global learning by outlining some of the challenges and tensions of translating postcolonial theory into pedagogical practice and of negotiating complex issues of language, representation and ownership in a context of Nor…
Engaging critically with ‘objective’ critical analysis: A situated response to Openshaw and Rata
Roger Openshaw and Elizabeth Rata conceptualise Kaupapa Māori as a dominant intellectual orthodoxy in New Zealand, which creates a ‘culturalist ideological conformity’ that limits the university’s ability to serve as the critical conscience of society’. They argue for the primacy of academic objectivity as the criteria for what counts as ‘weighty inquiry’ and against essentialism and cultural elitism. This paper offers a situated reading of Opens…
Actionable Postcolonial Theory in Education
Andreotti illustrates how postcolonial theory is applied in the contexts of educational research/critique and in pioneering pedagogical projects. She offers an accessible and useful overview and compa
The political economy of global citizenship education
(Towards) decoloniality and diversality in global citizenship education
This article focuses on the geo- and body-politics of knowledge production related to global citizenship education. It introduces a set of concepts and questions, developed in the work of (mainly) Latin American scholars, that problematise Eurocentric conceptualisations of modernity, globalisation, knowledge and ‘being’ with several implications for education. Through conceptual tools that engage the ‘darker side of modernity’, the ‘coloniality o…
A New Net to Go Fishing: Messages From International Evidence-Based Research and Kaupapa Māori Research
This article draws upon a Māori metaphor to describe the theoretical framework underpinning the methodology and findings of a research project completed by researchers from the University of Canterbury, New Zealand, in 2010. It explains how and why the project required the research team to synthesise key information from four New Zealand Ministry of Education Best Evidence Synthesis (BES) reports as well as kaupapaMāori research associated with t…
Epistemological Pluralism: Ethical and pedagogical challenges in higher education
This paper offers a brief analysis of aspects related to the significance and the complexities of introducing "different" epistemologies in higher education teaching and learning. We start by introducing the metaphors of abyssal thinking, epistemic blindness and ecologies of knowledge in the work of Boaventura de Souza Santos. In the second part of the paper we use Santos' metaphors to engage with the tensions of translating aboriginal epistemolo…
Postcolonial Perspectives on Global Citizenship Education
Cognition, affect and relationality: Experiences of student teachers in a course on multiculturalism in primary teacher education in Aotearoa/New Zealand
This article presents an analysis of journal entries of student teachers in a course on multicultural and language studies in primary education in Aotearoa/New Zealand, which was informed by a discursive strand of postcolonial theory, in particular Gayatri C. Spivak’s ideas of education ‘to-come’ as an ‘un-coercive rearrangement of desires’ towards an ethical imperative towards the Other, ‘before will’. We start this article with a contextualizat…
Soft versus Critical Global Citizenship Education
At the end of a ‘Make Poverty History 7 (MPH) training session for activists, as an inspiration for a group of about 30 young people to write their action plans’, a facilitator conducts the following visualisation (reproduced from my notes): Imagine a huge ball-room. It is full of people wearing black-tie. They are all celebrities. You also see a red carpet leading to a stage on the other side. On the stage there is Nelson Mandela. He is holding …
Beyond Epistemic Provincialism: De-provincializing Indigenous resistance
This article is part of a transnational collaboration between Indigenous scholars concerned about the provincialization of Indigenous struggles within modern metaphysics. This can be seen at work in notions of land as property, tribe as (modern) nation, and sovereignty as anthropocentric agency grounded on rational choice. Drawing on critiques of modernity articulated by Latin American scholars, as well as Indigenous scholars exploring the limits…
Between the nation and the globe: Education for global mindedness in Finland
This article explores some of the tensions at the interface of nationalist and global orientations in ideals of global mindedness and global citizenship looking specifically at the Finnish context. We engage with discussions related to the social–political and historical context of national identity in Finland and outline the conceptual framework of an educational initiative related to the development of global mindedness through experiences of i…
Conflicting Epistemic Demands in Poststructuralist and Postcolonial Engagements With Questions of Complicity in Systemic Harm
In this article, I explore complex and contested interfaces between postcolonial and poststructural theories in the context of education, focusing on seemingly paradoxical epistemic demands related to justice and ethics. I start with a brief analysis of the heterogeneous and contested areas of poststructural and postcolonial theories in education, highlighting a common source of important insights in the works of Michel Foucault. Next, I present …
The unstated politics of stranger making in Europe: A brutal kindness
Drawing on the works of Ahmed, Balibar and Appadurai, this article explores the complex dynamics of stranger making in Europe, with particular focus on the status of immigrants who are marked by systemic racialization. The article offers brief analyses of a series of ‘critical incidents’ to illustrate contemporary enactments of stranger making politics in order to examine how theorizations of race and racialization may be shifting in European con…
Red Skin, White Masks: Rejecting the Colonial Politics of Recognition
Journal Article Red Skin, White Masks: Rejecting the Colonial Politics of Recognition Get access By Glen Sean Coulthard. (Minneapolis: University of Minnesota Press, 2014. xiv, 229 pp. Cloth, $67.50. Paper, $22.50.) Journal of American History, Volume 102, Issue 3, December 2015, Pages 834–835, https://doi.org/10.1093/jahist/jav600 Published: 01 December 2015
Cash, competition, or charity: International students and the global imaginary
Beyond 2015’, within the modern/colonial global imaginary? Global development and higher education
Efforts to emphasize higher education’s role in development have grown in recent years, but important questions remain about the motivations and effects of these initiatives. In this paper, we employ the concept of a ‘modern/colonial global imaginary’ to consider the impact of the enduring power relations and uneven politics of knowledge in the relationship between higher education and development. Specifically, we consider the Association of Com…
Ethical internationalisation in higher education: Interfaces with international development and sustainability
This analysis is situated within a larger project focusing on ethics and internationalisation in higher education. Internationalisation is occurring at a fast pace and encompasses overlapping and contradictory aims largely framed by market imperatives. At the same time, institutions of higher education increasingly promote sustainability. We use a framework informed by decolonial theories to map different orientations of internationalism at the i…
The world is my classroom: International learning and Canadian higher education, edited by Joanne Benham Rennick and Michel Desjardins / Globetrotting or global citizenship? Perils and potential of in…
The books The World Is My Classroom: International Learning and Canadian Higher Education (WMC) edited by Joanne Benham Rennick and Michel Desjardins (2013) and Globetrotting or Global Citizenship
The educational challenges of imagining the world differently
This article presents some reflections on the dynamics, paradoxes and gaps in academic discussions of international development education, especially in initiatives related to international experiential service learning and global citizenship education. I focus on the difficulties of starting important conversations about social historical processes that systemically reproduce material, discursive and political inequalities using the concepts of …
Attempting to Imagine the Unimaginable: A Decolonial Reading of Global University Rankings
This article presents a collaboration among critical scholars of color grappling with the challenges of reimagining global university rankings (GURs) in an effort to rethink the field of comparative education from a decolonial perspective. We start with an empathetic review of scholarship on rankings. This effort evidenced that rankings are embedded and sustained within a broader dominant imaginary of higher education, circumscribed by what is de…
Education, Knowledge and the Righting of Wrongs 1
In this chapter, the author focuses on positions concerned with the exclusionary effects of 'epistemic blindness' caused by the colonization of the imagination through education itself. Various questions about education and the expansion of imagination raise issues in relation to knowing and acting in the context of righting wrongs through education. The author then explores some of those issues through three metaphors. They are education as a ve…
Indigenous Knowledge Systems and Anticipation
Crossing borders in initial teacher education: Mapping dispositions to diversity and inequity
In this article, we share a study focused on engaging teacher candidates with multiple forms of diversity and inequity to study emerging patterns of dispositions. Our primary concern is in understanding the processes through which societal inequity becomes reconstituted through teacher education. Our study attempts to deepen discourses of ‘equality’ and ‘equity’ in education, to consider the ways teacher candidates relate to broader systems of po…
Sociology (32 works) · Political science (29 works) · Law (24 works) · Global Educational Policies and Reforms (20 works) · Global Education and Multiculturalism (19 works) · Law (18 works) · Epistemology (14 works) · Politics (14 works) · Philosophy (13 works) · Psychology (13 works)