Serena Stein
Dados Biográficos
| ID | 103264 |
|---|---|
| NOME | Serena Stein |
| PRENOMES | Serena |
| SOBRENOME | Stein |
| ASSINATURA | STEIN S |
| AFILIAÇÕES | University of British Columbia |
| ORCID | 0000-0001-6995-8274 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 44 |
| TOTAL DE CITAÇÕES | 319 |
| TOTAL COMO AUTOR | 44 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1980 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 10 |
Reparative research for the climate and nature emergency
Research about the climate and nature emergency (CNE) often reinforces colonial patterns, including the separation of humans from the rest of nature, the privileging of western scientific knowledge, and the treatment of frontline communities as data sources rather than knowledge producers. In this viewpoint, we propose a reparative approach to CNE research that foregrounds relational, material, and epistemic repair as pathways to interrupt the re…
AI and Education for Planetary Flourishing
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
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 redistribution
Prevailing just transition proposals often assume the continuity of colonial land relations and see ‘greener’ industrial development as a pathway to prosperity for all. Our paper aligns with and aims to contribute to emerging scholarship that questions these assumptions. Through a review of interdisciplinary just transition research, we map a distinction between mainstream, critical and reparative approaches to just transitions. Mainstream perspe…
A Discussion of David W. Blight’s Yale and Slavery
Your rent is due, higher education’
A Crisis of the Professoriate
Indigenous and decolonial approaches to environmental learning
The 2025 Special Issue of AlterNative: An International Journal of Indigenous Peoples -" Living a Life that Feels Just Right": Indigenous and Decolonial Approaches to Environmental (Re)learning for Planetary Care in a Time of Climate Uncertainty , envisioned by guest editors Elizabeth Sumida Huaman and Sharon Stein, goes beyond merely describing ecological precarity in different places around the world. It brings together diverse learning interve…
Universities confronting climate change
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 …
The Challenges of Interrupting Climate Colonialism in Higher Education
In this article Sharon Stein and Jan Hare ask how higher education institutions might begin to confront the connections between climate change and colonization. To grapple with this question, they examine the dynamics through which climate action can reproduce colonial relations and reflect on the challenges, complexities, and possibilities that emerged in the context of one university’s Indigenous engagement efforts around a climate emergency de…
Towards Settler Responsibility in Conservation
This conceptual paper reviews recent efforts to confront colonialism in conservation, with an emphasis on the challenges and complexities that have emerged among settler organizations engaged in this work. We consider recent academic and grey literature in the field in order to map different approaches to conservation, including the emerging interface of Indigenous and western approaches. We also map different approaches to Indigenous engagement …
Climate opportunism and values of change on the Arctic agricultural frontier
An Arctic agricultural frontier is opening as climate change threatens growing conditions in established zones of crop commodity production. Projections of northward shifts of viable agricultural land unleash fantastical interest in the improbable reality of "farming the tundra." Expansion of Arctic agriculture has long figured in Alaska's history, including drawing settlers to the "Last Frontier," where farmers face challenges of extreme conditi…
Illicit Crop Frontiers
Today, many zones of cultivation for plants like coca, khat, kratom, and cannabis are thriving, in some cases despite protracted, violent, and lethal attempts at containment through state re-territorialization -- and often, state terror. These plants straddle the borders of legality in many places where they are grown, participating in the cultivation of agriculture frontiers characterized by uncertain and unpredictable openings and closings, and…
Reimagining global citizenship education for a volatile, uncertain, complex, and ambiguous (Vuca) world
In this article, I propose the need to reimagine global citizenship education for a VUCA world: volatile, uncertain, complex, and ambiguous. In this context, it remains unclear what kind of GCE could adequately prepare young people for numerous overlapping global challenges. Most responses to this conjuncture suggest that we revise our descriptions of the problems we face, and cohere around a single prescription for how to proceed in order to eit…
Mobilising global citizenship education for alternative futures in challenging times
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…
Good intentions, colonial relations
The national imaginary of Norway as a global champion of democracy and social welfare has served well to market its image as exceptional both nationally and internationally. Norwegian national exceptionalism (Browning, 2007; Loftsdóttir & Jensen, 2012; Susa, 2016) is also deeply embedded within the educational system, and manifests in the production of knowledge and social identities. Despite the country’s exalted self-image and stated intentions…
Earth unbound
This experimental writing piece by the Earth Unbound Collective explores the ethical, political and pedagogical challenges in addressing climate change, activism and justice. The provocation Earth Unbound: the struggle to breathe and the creative thoughts that follow are inspired by the contagious energy of what Donna Haraway (2016 Haraway, D. (2016). Staying with the trouble: Making kin in the Chthulucene. Duke University Press.[Crossref] , [Goo…
Critical internationalization studies at an impasse
In this paper, I reflect on the current state of critical internationalization studies, an area of study that problematizes the overwhelmingly positive and depoliticized approaches to internationalization in higher education. I note that, despite growing interest in this approach, there is a risk that critiques will circularly result in more of the same if we do not attend to the full complexity, uncertainty, and complicity involved in transformi…
Toxic Sensorium
Pesticides and toxicity are constitutive features of modernization in Africa, despite ongoing portrayals of the continent as "too poor to pollute." This article examines social science scholarship on agricultural pesticide expansion in Sub-Saharan Africa. We recount the rise of agrochemical usage in colonial projects that placed African smallholder farmers at the forefront of toxic vulnerability. We then outline prevalent literature on "knowledge…
What Counts as Internationalization? Deconstructing the Internationalization Imperative
This article examines how internationalization is defined by three leading higher education professional associations: NAFSA, the International Association of Universities, and the European Association of International Education. We examine key publications to understand which activities, topics, and constituencies are included in conceptualizations of internationalization and, conversely, which are absent. We find that all three rely on similar …
‘Truth before reconciliation’
In response to the contemporary context of reconciliation in Canada, colleges and universities have made efforts to ‘Indigenise’ their campuses, extending earlier, Indigenous-led efforts to create more space for Indigenous peoples and knowledges. While many welcome these efforts, others express concern that they fail to go beyond conditional inclusion to fundamentally shift relationships between settlers and Indigenous peoples. In this article, I…
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…
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…
Gesturing Towards Decolonial Futures
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…
A colonial history of the higher education present
This conceptual paper examines the colonial conditions of possibility for a formative moment of US public higher education, the Morrill Act of 1862, and considers how these conditions continue to shape the present. The federal government’s accumulation of Indigenous lands in the nineteenth century helped provide the material base for land-grant legislation, and although conquest of the frontier was eventually metaphorized in higher education disc…
Beyond Higher Education as We Know it
Universities, slavery, and the unthought of anti-Blackness
Over the past 10 years there has been an increase in institutional recognition of how US universities and their founders directly participated in and benefitted from Black chattel slavery. However, these developments have largely escaped the attention of scholars who take higher education as their object of study. This article offers a conceptual reading of how apology efforts around slavery have unfolded at a single university. Drawing on the in…
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…
Reimagining global citizenship education for a volatile, uncertain, complex, and ambiguous (Vuca) world
In this article, I propose the need to reimagine global citizenship education for a VUCA world: volatile, uncertain, complex, and ambiguous. In this context, it remains unclear what kind of GCE could adequately prepare young people for numerous overlapping global challenges. Most responses to this conjuncture suggest that we revise our descriptions of the problems we face, and cohere around a single prescription for how to proceed in order to eit…
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…
Toxic Sensorium
Pesticides and toxicity are constitutive features of modernization in Africa, despite ongoing portrayals of the continent as "too poor to pollute." This article examines social science scholarship on agricultural pesticide expansion in Sub-Saharan Africa. We recount the rise of agrochemical usage in colonial projects that placed African smallholder farmers at the forefront of toxic vulnerability. We then outline prevalent literature on "knowledge…
Critical internationalization studies at an impasse
In this paper, I reflect on the current state of critical internationalization studies, an area of study that problematizes the overwhelmingly positive and depoliticized approaches to internationalization in higher education. I note that, despite growing interest in this approach, there is a risk that critiques will circularly result in more of the same if we do not attend to the full complexity, uncertainty, and complicity involved in transformi…
Becoming an Agricultural Growth Corridor
Agricultural growth corridors (AGCs) have begun proliferating across the actual and policy landscapes of southeastern Africa. Cast as an emerging megaproject strategy, AGCs combine the construction of large-scale logistics (i.e., roads, railways, ports) with attracting investment in commercial agribusiness and smallholder farming. While scholars have long attended to spatial development schemes in the Global South, literature on the rising AGCs o…
Navigating Different Theories of Change for Higher Education in Volatile Times
Many have argued that higher education should play a central role in addressing today’s complex political, economic, and ecological challenges. However, there is also great anxiety and disagreement about how we should prepare students for an uncertain future, and produce knowledge that responds to contemporary challenges. In this article, I consider how three theories of change frame higher education in the present. Recognizing that different the…
National exceptionalism in the ‘EduCanada’ brand
Canada’s recently revamped international education brand, EduCanada, offers a rich example of developments at the intersections of higher education internationalization and marketization. In this paper, I examine the EduCanada website to consider how national exceptionalist and ‘othering’ narratives are reproduced in the recruitment of international students. From these findings I ask how internationalization relates to the overlapping and ongoin…
Climate opportunism and values of change on the Arctic agricultural frontier
An Arctic agricultural frontier is opening as climate change threatens growing conditions in established zones of crop commodity production. Projections of northward shifts of viable agricultural land unleash fantastical interest in the improbable reality of "farming the tundra." Expansion of Arctic agriculture has long figured in Alaska's history, including drawing settlers to the "Last Frontier," where farmers face challenges of extreme conditi…
Good intentions, colonial relations
The national imaginary of Norway as a global champion of democracy and social welfare has served well to market its image as exceptional both nationally and internationally. Norwegian national exceptionalism (Browning, 2007; Loftsdóttir & Jensen, 2012; Susa, 2016) is also deeply embedded within the educational system, and manifests in the production of knowledge and social identities. Despite the country’s exalted self-image and stated intentions…
Higher Education and the Im/possibility of Transformative Justice
Afterword
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
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…
Your rent is due, higher education’
Earth unbound
This experimental writing piece by the Earth Unbound Collective explores the ethical, political and pedagogical challenges in addressing climate change, activism and justice. The provocation Earth Unbound: the struggle to breathe and the creative thoughts that follow are inspired by the contagious energy of what Donna Haraway (2016 Haraway, D. (2016). Staying with the trouble: Making kin in the Chthulucene. Duke University Press.[Crossref] , [Goo…
Challenges and complexities of decolonizing internationalization in a time of global crises
In this article, we consider possible futures of internationalization in the context of today's many overlapping global challenges and crises. We argue that how one conceptualizes and responds to these challenges and crises will inform distinct approaches to internationalization. In addition to reviewing these different approaches, we emphasize the possibilities offered by a decolonial approach to internationalization. Beyond considering what a d…
The Sociology of Law
Journal Article THE SOCIOLOGY OF LAW: Some Comments on Theoretical Paradigms and Case Studies Get access S. D. STEIN S. D. STEIN Ph.D. Senior lecturer in criminology, Bristol Polytechnic Search for other works by this author on: Oxford Academic Google Scholar The British Journal of Criminology, Volume 20, Issue 2, April 1980, Pages 99–122, https://doi.org/10.1093/oxfordjournals.bjc.a047168 Published: 01 April 1980
American Higher Education in the Twenty-First Century
Cash, competition, or charity
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…
Universities, slavery, and the unthought of anti-Blackness
Over the past 10 years there has been an increase in institutional recognition of how US universities and their founders directly participated in and benefitted from Black chattel slavery. However, these developments have largely escaped the attention of scholars who take higher education as their object of study. This article offers a conceptual reading of how apology efforts around slavery have unfolded at a single university. Drawing on the in…
The Persistent Challenges of Addressing Epistemic Dominance in Higher Education
The recent growth of internationalization at colleges and universities in the Global North has amplified the need to address the ongoing colonial politics of knowledge in these institutions. In this article I argue that a failure to denaturalize and interrupt long-standing patterns of curricular Euro-supremacy may result in internationalization becoming yet another means of economic expansion and epistemic erasure. However, rather than offer a pr…
A colonial history of the higher education present
This conceptual paper examines the colonial conditions of possibility for a formative moment of US public higher education, the Morrill Act of 1862, and considers how these conditions continue to shape the present. The federal government’s accumulation of Indigenous lands in the nineteenth century helped provide the material base for land-grant legislation, and although conquest of the frontier was eventually metaphorized in higher education disc…
International Schools
Afterword
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…
National exceptionalism in the ‘EduCanada’ brand
Canada’s recently revamped international education brand, EduCanada, offers a rich example of developments at the intersections of higher education internationalization and marketization. In this paper, I examine the EduCanada website to consider how national exceptionalist and ‘othering’ narratives are reproduced in the recruitment of international students. From these findings I ask how internationalization relates to the overlapping and ongoin…
Higher Education and the Im/possibility of Transformative Justice
Beyond Higher Education as We Know it
Navigating Different Theories of Change for Higher Education in Volatile Times
Many have argued that higher education should play a central role in addressing today’s complex political, economic, and ecological challenges. However, there is also great anxiety and disagreement about how we should prepare students for an uncertain future, and produce knowledge that responds to contemporary challenges. In this article, I consider how three theories of change frame higher education in the present. Recognizing that different the…
Becoming an Agricultural Growth Corridor
Agricultural growth corridors (AGCs) have begun proliferating across the actual and policy landscapes of southeastern Africa. Cast as an emerging megaproject strategy, AGCs combine the construction of large-scale logistics (i.e., roads, railways, ports) with attracting investment in commercial agribusiness and smallholder farming. While scholars have long attended to spatial development schemes in the Global South, literature on the rising AGCs o…
What Counts as Internationalization? Deconstructing the Internationalization Imperative
This article examines how internationalization is defined by three leading higher education professional associations: NAFSA, the International Association of Universities, and the European Association of International Education. We examine key publications to understand which activities, topics, and constituencies are included in conceptualizations of internationalization and, conversely, which are absent. We find that all three rely on similar …
‘Truth before reconciliation’
In response to the contemporary context of reconciliation in Canada, colleges and universities have made efforts to ‘Indigenise’ their campuses, extending earlier, Indigenous-led efforts to create more space for Indigenous peoples and knowledges. While many welcome these efforts, others express concern that they fail to go beyond conditional inclusion to fundamentally shift relationships between settlers and Indigenous peoples. In this article, I…
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…
Challenges and complexities of decolonizing internationalization in a time of global crises
In this article, we consider possible futures of internationalization in the context of today's many overlapping global challenges and crises. We argue that how one conceptualizes and responds to these challenges and crises will inform distinct approaches to internationalization. In addition to reviewing these different approaches, we emphasize the possibilities offered by a decolonial approach to internationalization. Beyond considering what a d…
Gesturing Towards Decolonial Futures
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 …
Illicit Crop Frontiers
Today, many zones of cultivation for plants like coca, khat, kratom, and cannabis are thriving, in some cases despite protracted, violent, and lethal attempts at containment through state re-territorialization -- and often, state terror. These plants straddle the borders of legality in many places where they are grown, participating in the cultivation of agriculture frontiers characterized by uncertain and unpredictable openings and closings, and…
Reimagining global citizenship education for a volatile, uncertain, complex, and ambiguous (Vuca) world
In this article, I propose the need to reimagine global citizenship education for a VUCA world: volatile, uncertain, complex, and ambiguous. In this context, it remains unclear what kind of GCE could adequately prepare young people for numerous overlapping global challenges. Most responses to this conjuncture suggest that we revise our descriptions of the problems we face, and cohere around a single prescription for how to proceed in order to eit…
Political science (35 obras) · Sociology (31 obras) · Law (26 obras) · Global Educational Policies and Reforms (15 obras) · Law (15 obras) · Social science (13 obras) · Global Education and Multiculturalism (12 obras) · Higher education (12 obras) · Economics (11 obras) · Epistemology (10 obras)