Cosmopolitan Education And Inclusion

This book expands understanding of cosmopolitan education that has the potentialto cultivate deliberative pedagogical encounters in universities. The authorsargue that cosmopolitan education in itself is an act of engaging with strangeness,otherness, difference and inclusion/exclusion. What follows is the engenderingof inclusive human encounters in which freedom and rationality – guidedby co-operative, co-existential and oppositional acts of resistance – can be exercised.The chapters centre around the enactment of universal hospitality, unconditionalengagement, difference, intercultural learning, democratic justice andopenness to develop a robust and reflexive defence of cosmopolitan education.This book will appeal to scholars of cosmopolitan education as well as democraticand inclusive education.

Changing Citizenship supports educators in understanding the links between global change and the everyday realities of teachers and learners. It explores the role that schools can play in creating a new vision of citizenship for multicultural democracies.

"By highlighting the links between cosmopolitanism and inclusive education, this book explores the potential of 21st-Century Disney films to tackle some contemporary social and cultural issues in order to promote inclusive values. This manuscript claims that the link between both fields is cosmopolitan education, which brings together the values and theories of cosmopolitanism and inclusive education. In particular, it examines three 21st-Century Disney animated films under a cosmopolitan lens to explore how they help to construct and reflect discourses about cosmopolitan issues such as geographical and cultural borders, global cities and climate change. The case studies were chosen on the basis of the Index for Inclusion: A Guide to School Development Led by Inclusive Values (Booth and Ainscow 2016), a document that aims to provide a new form of school curriculum adapted to 21st-Century social needs. The Index contains a list of sixteen inclusive values, which were used to determine the inclusive potential of the films. The inclusive values explored in each of the analyses were "community" in Tinker Bell and The Secret of the Wings (chapter two), "respect for diversity" in Zootopia (chapter three), and "sustainability" in WALL-E (chapter four). This book uses textual analysis to explore how these three films can be used to teach and promote cosmopolitan issues such as the roles and meanings of borders (chapter two), the global city (chapter three) and ecology (chapter four) in the classroom"--

Political and social expectations are often stymied and distorted by individual and communal identities—creating vastly incongruent and unrelated lived experiences, often within the same context. Democratic Education as Inclusion explores how the existence and enactments of diversity continue to present ubiquitous epicenters of misreading, misrecognition, and missed opportunities for peaceful co-existence—whether in established, or nascent democracies. Nuraan Davids and Yusef Waghid study how the public sphere has never held the same meaning to all individuals or groups. As such, there are deep implications for differentiated experiences of citizenship, between those who are included in the center of the sphere, and those who are excluded on the margins. This book explains the dyadic relationship between inclusion and exclusion and how it is not limited to the public sphere, or to broader conceptions of democratic citizenship. It is as apparent in educational settings, presenting under-explored complexities not only for teaching and learning, but for the life experiences of participants in teaching-learning. Often the foundational norms put into place during educational initiations become the primary determinants of how young people conceive of themselves as citizens, and how they conceive of themselves in relation to others.

In Cosmopolitanism and the Age of School Reform, noted educationalist Thomas Popkewitz explores turn-of-the-century and contemporary pedagogical reforms while illuminating their complex relation to cosmopolitanism. Popkewitz highlights how policies that include "all children" and leave "no child behind" are rooted in a philosophy of cosmopolitanism—not just in salvation themes of human agency, freedom, and empowerment, but also in the processes of abjection and the differentiation of the disadvantaged, urban, and child left behind as "Other."

This book explores the role of the university in upholding democratic values for societal change. The chapters advocate for the moral virtue of democratic patriotism: the editors and contributors argue that universities, as institutions of higher learning, can encourage the creation of critical and patriotic citizens. The book suggests that non-violence, tolerance, and peaceful co-existence ought to manifest through pedagogical university actions on the basis of educators’ desire to cultivate reflectiveness, criticality, and deliberative inquiry in and through their academic programmes. In a way, universities can respond more positively to the violence on our campuses and in society if public and controversial issues were to be addressed through an education for democratic citizenship and human rights.

This groundbreaking book describes theory, research, and practice that can be used in civic education courses and programs to help students from marginalized and minoritized groups in nations around the world attain a sense of structural integration and political efficacy within their nation-states, develop civic participation skills, and reflective cultural, national, and global identities.