(Towards) decoloniality and diversality in global citizenship education

被引：129

作者：

Andreotti, Vanessa de Oliveira ^{[1
,2
]}

机构：

[1] Univ Oulu, Fac Educ, Oulu, Finland

[2] Univ Canterbury, Coll Educ, Christchurch, New Zealand

来源：

GLOBALISATION SOCIETIES AND EDUCATION | 2011年 / 9卷 / 3-4期

关键词：

global citizenship; modernity; epistemology; decoloniality;

D O I：

10.1080/14767724.2011.605323

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This article focuses on the geo- and body-politics of knowledge production related to global citizenship education. It introduces a set of concepts and questions, developed in the work of (mainly) Latin American scholars, that problematise Eurocentric conceptualisations of modernity, globalisation, knowledge and 'being' with several implications for education. Through conceptual tools that engage the 'darker side of modernity', the 'coloniality of power/being', 'epistemic racism' and 'abyssal thinking', the ideas presented in this article aim to pluralise possibilities for global citizenship education in ways that address ethnocentrism, ahistoricism, depoliticisation and paternalism in educational agendas, upholding possibilities for decoloniality, diversality and 'ecologies of knowledge' in educational research, policy and pedagogy.

引用

页码：381 / 397

页数：17

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