NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ968932
Record Type: Journal
Publication Date: 2012
Pages: 12
Abstractor: As Provided
Reference Count: 31
ISBN: N/A
ISSN: ISSN-1356-2517
"Worldly" Pedagogy: A Way of Conceptualising Teaching towards Global Citizenship
Fanghanel, Joelle; Cousin, Glynis
Teaching in Higher Education, v17 n1 p39-50 2012
In this paper, we discuss the characteristics of a form of pedagogy capable of addressing differences across nations and cultures in ways that do not inflate differences. We suggest that those conceptual insights are particularly relevant to the teaching of "global citizenship". We have labelled this a "worldly" pedagogy, because of the connection to teaching in a global context, and with reference to Arendt's concept of "worldliness" and the "worldly" experience of human beings in their plurality sharing a "common world". Our conceptual framework results from our analysis of a specific educational environment which we investigated through a small grant obtained from the Higher Education Academy (UK) that examined the pedagogies used to promote learning amongst two polarised (Palestinian and Israeli) communities. We carried out eight interviews with participants to this programme and report on the outcomes of this study. This paper contributes to the debate on tribal identities through the challenge it offers to positions on difference that display rigid essentialising identity readings and to homogenising discourses that fail to appreciate the differences within cultures/nations/groups.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom