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This discourse explores the intersection of Global Citizenship Education and Sustainable Development, utilizing critical realist ontology to address systemic stratification and the integrity of knowledge. It advocates for inter-disciplinary critical discourse studies to systemically incorporate political economy and ethics. Embracing Dialectical Critical Realism and emancipatory praxis, the discourse emphasizes stable collaborations between Higher Education Institutions and International Non-Governmental Organizations, framed within cultural politics. It promotes a holistic approach incorporating neuro-, psycho-, and cognitive linguistics for transformative personal passion, professional response-able transaction, and reflexive positioning of the collective Self. Additionally, it discusses the importance of multi-modal critique, Heteroglossic CHAT, and Genre studies, emphasizing the evolution from texts to con-texts in Critical Semiotics. Lastly, it calls for academic accountability, democratic cyber communities of praxis, and the establishment of Universe-cities through transnational research partnerships for Transformational Global Citizenship Education and Sustainable Development.
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Global Citizenship Education as Sustainable Development (GCESD) Maureen Ellis London University Institute of Education t-ellis2@hotmail.com
Systemic CHAT Engestrom’s Cultural Historic Activity Theory http://www.edu.helsinki.fi/activity/pages/chatanddwr/chat/
Whose Truth / Knowledge? Critical Realist ecology of epistemologies Rec 1: Inter-disciplinary Critical Discourse Studies : theory, analysis, application should systemically address political-economy & ethics in every discipline (Discourse = language in action; integrity of thought, word, in-deed!)
Dialectical Critical Realism’s yin/yang turbulence and quiescence R2:Emancipatory praxis must span fact/value; theory/practice; politics/ethics R3: Long-term, stable, HEI / INGO collaborations.
R 4 (W)holistic CHAT - neuro-,psycho-, cognitive linguistics meta-real framing & footing (Goffman) Metaphor ~ thought ~ language (Lakoff and Johnson) engages passion, beliefs, en-theos-iastic experience i. Transformative personal passion (Hegarty); ii. Professional response-able transaction (Giroux); iii. Reflexive positioning of collective Self (Harre). R 5 Theorised multi-modal critique: Speech Act Performativity (Austin)
Hetroglossic CHAT: Multiple intelligences (Bakhtin) (Gardner) Multi-modal, multi-media literacy (Kress) (Jewitt): material, sensorial, spatio-temporal, symbolic Genre studies: form / function; what / why Relevance: From texts to con-texts Critical Semiotics: life-long, life-wide search for meaning R 6 HEI assessment (school /community projects)
Academic accountability: speak truth to power R7: Universe-cities: Transnational, multi-stakeholder research partnerships with dev countries
Transformational Global Citizenship Education as Sustainable Development (GCESD) • Transformational Systemic Functional Linguistics (Halliday’s SFL) enables • R 8: Democratic cyber communities of praxis (COPx)