Vanessa de Oliveira (Andreotti) Professor of Global Education University of Oulu, Finland

1. Ethical Globalism in Education Vanessa de Oliveira (Andreotti) Professor of Global Education University of Oulu, Finland http://oulu.academia.edu/VanessaAndreotti

2. MY WORK • INTERCULTURAL TEACHER EDUCATION • MAin EDUCATION and GLOBALIZATION • EDUCATION DIVERSITY GLOBALIZATION & ETHICS RESEARCH GROUP (EDGE) • POSTCOLONIAL STUDIES SIG CHAIR (AERA) • ETHICAL INTERNATIONALISM RESEARCH NETWORK (WERA)

3. (CRITICAL) INTERCULTURAL TEACHER ED PROGRAMME • ITE MA graduates are qualified teachers who are able to: • exercise socially responsible leadership in the field of intercultural, and global education • conduct and utilize research creatively as a basis for teaching, learning, curriculum design and assessment • make informed and ethical decisions in complex and diverse education environments in local and global contexts • work ethically and productively in partnership with diverse individuals, groups, families, communities • examine the constantly changing nature of education and society, recognizing professional development as a collaborative process of lifelong  and lifewide learning • exercise professional autonomy and participate in the co-construction of the curriculum

4. EDGE Research Group • International, inter-disciplinary and cross-sectoral research collaborations and seminars in the areas of • global citizenship, • ethical globalism, • language and culture, • global, intercultural, multicultural, indigenous, anti-racist and transformative education, • critical and post-critical pedagogies, pedagogies of difference and dissensus(radical democracy) • EDGE is committed to ethical internationalism, epistemological pluralism, North-South-East-West dialogue, intellectual and theoretical rigor, research based education and the creation of an equitable, vibrant, safe and constructive collaborative atmosphere for research and research training.

5. GLOBAL EDUCATION GE Local/Global Contexts GLOBALISATION: advanced capitalism, vast international migration, ecological fragility, technological interconnectivity, cultural hybridity and reconfiguration of political power (Todd, 2009). GLOBALIZATION Perceptions Relationships & Flows Self Other Perceptions Relationships & Flows (Andreotti, Souza, Räsänen & Forghani, 2007) GE Perceptions Relationships & Flows GE as ENLARGEMENT of possibilities for living together in COMPLEX, DIVERSE, UNCERTAIN & UNEQUAL GLOBAL SOCIETIES

6. OUTLINE • GlobalImaginaries • Reflection or reflexivity? • Engaging with differentdiscourses • Dispositions and Encounters • Theorizing teaching and learning • Student teachers’ dispositions Discursivestrand of postcolonialtheory(informedbypoststructuralism): Theory astool-for-thinkingratherthandescription-of-truth

7. GLOBAL IMAGINARIES Imagine a field of corn with ripe corn cobs Harvest your corn and take off the husks Place all your corn cobs in front of you Compare your corn cobs to the corn cobs in the picture... Hegemonic ethnocentrism: Arrogance and deafness to what does not fit one’s ‘global’ framework

8. GLOBAL IMAGINARIES Normalization of social hierarchies Denial of heterogeneity

9. GLOBAL IMAGINARIES • GLOBAL/DEVELOPMENT EDUCATION: imagining social change beyond practices that are • ethnocentric (projecting one view as universal), • ahistorical (forgetting historical/colonial relations), • depoliticised (forgetting own ideological location), • paternalistic (seeking affirmation of superiority through ‘knowing the other’ or the provision of help) and • hegemonic (using and benefiting from unequal relations of power) • genderized, sexualized, racialized world(Morrison, 1992:4) • of unequal divisions of vulnerabilities, wealth and labour (Spivak, 1999:45 ). LEARNING FROM RECURRENT MISTAKES OF THE PAST/PRESENT IN ORDER TO BE ABLE TO MAKE DIFFERENT MISTAKES IN THE FUTURE.

10. REFLECTION or REFLEXIVITY? Self-awareness Self-reflection: what I think and why(in terms of my personalexperiences) Whatwesay, do, think Individualexperiences Self-reflexivity: collectivereferents and storiesaboutwhat is real, knowable and ideal Collectivereferents(DISCOURSES) ontological and epistemologicalassumptions

11. ENGAGING DIFFERENT DISCOURSES cartesiansubject(consciousawareness of self), teleologicalthinking(aiming at definedgoals) Technicist: Social engineering as economicrationalizationdecidedbyexperts Humanist:Social engineering as humanprogressdecidedbyrepresentatives universalraeson, unanimousconsensus, antropocentrism ISSUE SOCIAL CHANGE Other (s) ? Critical humanist Social engineering as fairdistributiondoneby (ordinary) ’people’ non-cartesian, non-teleological, non-anthropocentric, etc.

12. THEORIZING TEACHING/LEARNING FROM SOCIALIZATION INTO ABSOLUTE CERTAINTIES TOWARDS SOCIALIZATION INTO PROVISIONAL CERTAINTIES (Andreotti, 2010) COGNITIVE AFFECTIVE (EMBODIED, NOT ALWAYS CONSCIOUS) FROM SOCIALIZATION INTO ANTAGONISM TOWARDS SOCIALIZATION INTO AGONISM (Mouffe 2005, Todd 2009) TEACHING/LEARNING: NOT LINEAR, NOR INDIVIDUAL FROM ’COMPETENCIES’ TOWARDS ’DISPOSITIONS’ FROM SOCIALIZATION INTO RELATIONSHIPS GROUNDED ON CONSENSUS TOWARDS SOCIALIZATION INTO RELATIONSHIPS GROUNDED ON ETHICAL IMPERATIVE TO RELATE ’BEFORE WILL’ (Maturana, 2002, Spivak 1994) PERFORMATIVE/ POLITICAL

13. ENCOUNTERS Three dispositions of globalmindedness Based on HannahArendt EQUIPPING understand the other within your own framework DISARMING Attempt to have all worlds into one’s world:fusion of perspectives /projected sameness international mobility experience open to being taught by and being exposed to the world EQUIPPING Being at home in a plural and undefined world:enlargement of worldview bringing your home with you when you travel Projection of own world as everyone else’s world: singular truth /hierarchical differences (Biesta, Andreotti, Ahenakew 2011)

14. ITE TEACHER’S DISPOSITIONS • self-reflexivity as a commitment to analyzing critically the collective referents and political projects of our individual thoughts so that we can see ourselves implicated in the issues/problems we are trying to address • open/global mindedness so that we will develop the strength and resilience necessary to construct other possible worlds together with others • critical historical memory so that we can learn to heal our historical pains, to learn from the past and only make different mistakes in the future • okness within the self so that we can learn to live with – and not be overwhelmed by – uncertainty, complexity, multiplicity and agonistic conversations • humbleness as a safeguard against seeing ourselves as heading humanity • relationality, mutuality, reciprocity, hospitality so that we develop the capacity to create solidarity particularly with others who disagree with us • divergent thinking and intellectual autonomy to keep conversations always open and alive for ourselves, for others and for generations to come.

15. IF YOU ARE INTERESTED... • I recommend: • Sharon Todd(2009) Towards an imperfecteducation • ChantallMouffe (2005) On the political • Walter Mignolo (2007) Critical cosmopolitanism • GertBiesta (2009) Beyond learning • George SefaDei (2009) TeachingAfrica • Paulo Freire(2002) Pedagogy of Freedom • My workcanbefound at: http://oulu.academia.edu/VanessaAndreotti • Andreotti, V. (2011). Actioniable postcolonial in education. New York: Palgrave. • Andreotti, V., Souza, L. (Eds.) (2011). Postcolonial Perspectives on Global Citizenship Education. New York: Routledge. • Andreotti, V. (Ed.) (2011). The political economy of global citizenship education. Special double issue of Globalisation, Society and Education, 9(3-4).