Vanessa Andreotti
Biographic Data
| ID | 189117 |
|---|---|
| NAME | Vanessa Andreotti |
| GIVEN NAMES | Vanessa |
| FAMILY NAME | Andreotti |
| SIGNATURE | ANDREOTTI V |
| AFFILIATIONS | University of British Columbia |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 72 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
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…
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…
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 …
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
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…
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 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 …
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…
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…
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…
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…
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
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…
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 …
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…
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…
Political science (5 works) · Sociology (5 works) · Epistemology (3 works) · Global Education and Multiculturalism (3 works) · Global Educational Policies and Reforms (3 works) · Law (3 works) · Law (3 works) · Philosophy (3 works) · Decolonial Thought and Epistemologies (2 works) · Environmental ethics (2 works)