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  1. Neither Parochial nor Cosmopolitan: Cultural Instruction in the Light of an African Communal Ethic.Thaddeus Metz - 2019 - Education as Change 23:1-16.
    What should be the aim when teaching matters of culture to students in public high schools and universities, at least given an African context? One, parochial approach would focus exclusively on imparting local culture, leaving students unfamiliar with, or perhaps contemptuous of, other cultures around the world. A second, cosmopolitan approach would educate students about a wide variety of cultures in Africa and beyond it, leaving it up to them which interpretations, values, and aesthetics they will adopt. A third way, (...)
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  • Chasing Butterflies Without a Net: Interpreting Cosmopolitanism.David T. Hansen - 2010 - Studies in Philosophy and Education 29 (2):151-166.
    In this article, I map current conceptions of cosmopolitanism and sketch distinctions between the concept and humanism and multiculturalism. The differences mirror what I take to be a central motif of cosmopolitanism: the capacity to fuse reflective openness to the new with reflective loyalty to the known. This motif invites a reconsideration of the meaning of culture as well as of the relations between home and the world.
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  • Educational research, governmentality and the construction of the cosmopolitan citizen.Naomi Hodgson - 2009 - Ethics and Education 4 (2):177-187.
    The turn to cosmopolitanism in educational research on citizenship education is indicative of a wider discourse of cosmopolitanism evident throughout social and cultural policy. This discourse represents a more 'light-hearted' use of the term than the philosophical tradition offers. This discourse should not be dismissed, however, but, instead, attention should be paid to who the citizen is that is addressed by such language. An analysis informed by Foucault's concept of governmentality draws attention to the way in which the discourse of (...)
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  • The Cosmopolitan Turn. Recasting 'dialogue' and 'difference'.Torill Strand - 2010 - Paideusis: Journal of the Canadian Philosophy of Education Society 19 (1):49 - 58.
    This paper draws attention to the potential pitfalls and possibilities of a new cosmopolitanism. The first part of the paper briefly portrays cosmopolitanism as a name and metaphor for a way of life, an ideal and an outlook. The second part, however, discloses a paradoxical attribution of the metaphor, revealing the ways in which it assumes something which it is not. The third part of the paper further explores the powers of this paradox, arguing that the new cosmopolitanism can be (...)
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  • The Making of a New Cosmopolitanism.Torill Strand - 2010 - Studies in Philosophy and Education 29 (2):229-242.
    This article draws attention to the contemporary mantra of cosmopolitanism and how it carries altered symbolic representations, new social images and epistemic shifts. The background is the current cosmopolitan turn within the sciences, including within the discipline of education. How can we understand the contemporary makings of this new cosmopolitanism? And what could be the potential pitfalls and possibilities of a discourse that jeopardises the very representations of the social world? The first part of the article portrays the new cosmopolitanism (...)
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  • False dichotomy? 'Western' and 'confucian' concepts of scholarship and learning.Janette Ryan & Kam Louie - 2007 - Educational Philosophy and Theory 39 (4):404–417.
    Discourses of ‘internationalisation’ of the curriculum of Western universities often describe the philosophies and paradigms of ‘Western’ and ‘Eastern’ scholarship in binary terms, such as ‘deep/surface’, ‘adversarial/harmonious’, and ‘independent/dependent’. In practice, such dichotomies can be misleading. They do not take account of the complexities and diversity of philosophies of education within and between their educational systems. The respective perceived virtues of each system are often extolled uncritically or appropriated for contemporary economic, political or social agendas. Critical thinking, deep learning, lifelong (...)
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  • The fallacies of flatness: Thomas Friedman's the world is flat.Kathleen Knight Abowitz & Jay Roberts - 2007 - Journal of Philosophy of Education 41 (3):471–481.
    Thomas Friedman’s best-selling The World is Flat has exerted much influence in the west by providing both an accessible analysis of globalisation and its economic and social effects, and a powerful cultural metaphor for globalisation. In this review, we more closely examine Friedman’s notion of the social contract, the moral centre of his hopeful vision of a globalised world. While Friedman’s social contract holds a more generous view of social and state obligation than his neoliberal economic analysis might otherwise allow, (...)
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  • International Education and (Dis)embodied Cosmopolitanisms.Ravinder Kaur Sidhu & Gloria Dall'alba - 2012 - Educational Philosophy and Theory 44 (4):413-431.
    This article is a critical examination of practices and representations that constitute international education. While international education has provided substantial contributions and benefits for nation-states and international students, we question the discourses and practices which inform the international education export industry. The ‘brand identities’ of receiving or host countries imply that they are welcoming, respectful of multiculturalism and have a well established intellectual history, in contrast to international students' embodied experiences. There is also a tendency to represent and regard international (...)
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  • Philosophers Without Borders? Toward a Comparative Philosophy of Education.Jeffrey Ayala Milligan, Enoch Stanfill, Anton Widyanto & Huajun Zhang - 2011 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 47 (1):50-70.
    One important element of globalization is the dissemination of western educational ideals and organizational frameworks through educational development projects. While postcolonial theory has long offered a useful critique of this expansion, it is less clear about how educational development that eschews neo-imperialist tendencies might proceed. This problem poses a question that requires philosophical reflection. However, much of comparative and international development education ignores philosophical modes of inquiry. Moreover, as Libbrecht (2007) argues, philosophy all too often sees itself as synonymous with (...)
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  • Thinking my way back to you: John Dewey on the communication and formation of concepts.Megan J. Laverty - 2016 - Educational Philosophy and Theory 48 (10):1029-1045.
    Contemporary educational theorists focus on the significance of Dewey’s conception of experience, learning-by-doing and collateral learning. In this essay, I reexamine the chapters of Dewey’s Democracy and Education, that pertain to thinking and highlight their relationship to Dewey’s How We Think: A Restatement of the Relation of Reflective Thinking in the Educative Process—another book written explicitly for teachers. In How We Think Dewey explains that nothing is more important in education than the formation of concepts. Concepts introduce permanency into an (...)
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