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Global Citizenship Education as Sustainable Development (GCESD)

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)

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  1. Global Citizenship Education as Sustainable Development (GCESD) Maureen Ellis London University Institute of Education t-ellis2@hotmail.com

  2. Systemic CHAT Engestrom’s Cultural Historic Activity Theory http://www.edu.helsinki.fi/activity/pages/chatanddwr/chat/

  3. Critical Realist ontology as systemic stratification

  4. 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!)

  5. 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.

  6. Cultural politics

  7. 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)

  8. 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)

  9. Academic accountability: speak truth to power R7: Universe-cities: Transnational, multi-stakeholder research partnerships with dev countries

  10. Transformational Global Citizenship Education as Sustainable Development (GCESD) • Transformational Systemic Functional Linguistics (Halliday’s SFL) enables • R 8: Democratic cyber communities of praxis (COPx)

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