Critical Pedagogy and International Studies

Reconstructing Knowledge Through Dialogue with the Subaltern

Dados Bibliográficos

ID4444602
AutoresRebecca Hovey (School of International Training, Vermont, USA, autor correspondente)
Ano2004
Volume18
Fascículo2
Páginas241-254
Data de publicação2004-06-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoInternational Relations (JOURNAL)
Identificadores do periódicoISSN: 0047-1178 • E-ISSN: 1741-2862
EditoraSAGE Publications Inc (PUBLISHER)
DOI10.1177/0047117804042675
OpenAlexW2118905025
IdiomaEN
Citações recebidas12

The emerging trend and pressure for higher education to internationalize the curriculum, meet the challenges of globalization and prepare students for global citizenship is identified as the 'global turn' in education. The notion of knowledge production in a global context raises epistemological questions regarding the community of knowing subjects and institutions who participate in and structure such knowledge systems. Critical pedagogy offers a theoretical framework in which we can imagine students and teachers engaging in dialogue with knowing subjects of other cultures and locations with the aim of creating a global community of knowledge production. Challenges to such dialogue as articulated by subaltern studies are viewed as critical in considering the politics of knowledge claims and imagining the possibility of democratic practices and discourse in global and international knowledge construction

Citizenship · Citizenship education · Context (archaeology) · Curriculum · Democracy · Epistemology · Global Citizenship Education · Globalization · Knowledge management · Knowledge production · Pedagogy · Political science · Politics · Sociology · Subaltern · Computer Science · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Global Educational Policies and Reforms · Law