Title: Citizenship education in a transnationalizing world: A comparative perspective
Abstract: What does it look like to educate for citizenship in a transnationalizing world? Since the beginning of the nation-state, a goal of public education has been to prepare its populace for citizenship. Over the past decade, flows of migrants, economic crises and concerns about climate change are prompting scholars to consider how to educate for citizenship within a globalizing and interdependent world (Kennedy, 2012). Many scholars argue that traditional models of citizenship are insufficient for the transnational nature of peoples lives, attempting instead to theorize citizenship education within a globalized world (Marshall, 2001; Mohanty, 2004; Rizvi, 2011; Yuval-Davis, 1997). Drawing on the work of critical, post-colonial and feminist theories, this paper will present the early findings from a qualitative study examining how transnationalism is conceptualized in citizenship education policies in Canada, Australia and India. We will conduct a critical discourse analysis using the analytical metaphor of a policy web (Author, 2007) to examine the discursive representations of citizenship in a transnationaling world. In an era where neoliberal and neoconservative discourses of citizenship are being re-asserted in Europe and around the globe, it is crucial to examine how education is constructing notions of belonging in a transnational world.
Publication Year: 2017
Publication Date: 2017-02-07
Language: en
Type: article
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