"Worldly" Pedagogy: A Way of Conceptualising Teaching towards Global Citizenship

Autor/inn/en	Fanghanel, Joelle; Cousin, Glynis
Titel	"Worldly" Pedagogy: A Way of Conceptualising Teaching towards Global Citizenship
Quelle	In: Teaching in Higher Education, 17 (2012) 1, S.39-50 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2011.590973
Schlagwörter	Educational Environment; Citizenship; Global Education; Cultural Differences; Teaching Methods; Global Approach; Cross Cultural Studies; Interviews; Multicultural Education; World Views; Citizenship Education; Content Analysis; Educational Theories; Concept Formation; Concept Teaching; United Kingdom + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Staatsbürgerschaft; Globales Lernen; Kultureller Unterschied; Teaching method; Lehrmethode; Unterrichtsmethode; Globales Denken; Cultural comparison; Kulturvergleich; Interviewing; Interviewtechnik; Multikulturelle Erziehung; World view; Weltanschauung; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Inhaltsanalyse; Educational theory; Theory of education; Bildungstheorie; Concept learning; Begriffsbildung; Großbritannien
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10