The educational challenges of imagining the world differently
Bibliographic Data
| ID | 5776947 |
|---|---|
| Authors | Vanessa De Oliveira Andreotti (0000-0003-1608-2488, University of British Columbia, corresponding author), Vanessa Andreotti |
| Year | 2016 |
| Volume | 37 |
| Issue | 1 |
| Pages | 101-112 |
| Publication date | 2016-01-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Canadian Journal of Development Studies/Revue canadienne d études du développement (JOURNAL) |
| Journal identifiers | ISSN: 0225-5189 • E-ISSN: 2158-9100 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/02255189.2016.1134456 |
| OpenAlex | W2323737985 |
| Language | EN |
| Citations received | 50 |
| References cited | 29 |
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 exceptionalism and coloniality. In the second section, key challenges of intelligibility are discussed, and an example of the complexities of introducing a pedagogical tool to address the problems I have identified is offered. I conclude with important questions to be asked when pushing the boundaries of international development education in Canada
Exceptionalism · Global citizenship · Global Education and Multiculturalism · Service-Learning and Community Engagement · Tourism, Volunteerism, and Development
Dis/place/ment
Mapping Research in Teacher Education on Diversities and Inequalities
Can the subaltern decolonize? The limits and possibilities of decolonial global citizenship education in India
The Hopeless University
Formação de professores de inglês em contexto extensionista
Do all roads lead to internationalization
Conscientious internationalisation in higher education
Affective and biopolitical dimensions of hope
Beyond cognitive learning, toward transformation in higher education
Addressing imperial evasion
“We all have a responsibility, like, even if we're just high schoolers!”
Fostering critically compassionate global citizens
Rethinking the purposes of teacher education
Rethinking the sacred truths of global citizenship education
Global citizenship education overlooked
To be (or not to be) a global citizen in an algorithmic world? A cartographic, ethical and reflexive framework for higher education
Queering the ‘resourcing’ of LGBTQ+ young people in the Asia Pacific
Barriers to Belonging
‘In Curaçao They Celebrate King's Day Abundantly!’ – Diachronic Representation of (Post)colonial Communities in Dutch Geography Textbook Discourse (1946–2018)
Revisión Sistemática sobre Educación para una Ciudadanía Global Transformadora
Widening students’ ways of knowing global environmental issues through deepened local understandings
Decolonizing Development Education and the Pursuit of Social Justice
Depth education and the possibility of GCE otherwise
Revisiting radical diversality
Bridging across languages and cultures in everyday lives
The development of occupational science outside the Anglophone sphere
El desarrollo de la ciencia ocupacional fuera del ámbito anglófono
Exploring the creation of a new initial teacher education (ITE) programme underpinned by inclusion
Deconstructing initial teacher education
Against Self-Reflexive Confessions
Anti-oppressive global citizenship education in English language teaching
Epistemic witnessing
A comparative study of GCE and international curricula in Singapore and Australia
Pre-service teachers’ world history discussions
An other self? Education, foreignness, reflexive comparison and capability as connection
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Afterword
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Soft versus Critical Global Citizenship Education
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(Towards) decoloniality and diversality in global citizenship education
Speculations on qualities of difficult knowledge in teaching and learning
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Psychoanalysis and development
Pitying the Third World
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| Unique citing works | 50 |
|---|---|
| Citations per year | 5 |
| Citation span | 2016 - 2026 (11) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 50 |