Global injustice, pedagogy and democratic iterations. Some reflections on why teachers matter.

Autor/in	Unterhalter, Elaine
Titel	Global injustice, pedagogy and democratic iterations. Some reflections on why teachers matter.
Quelle	In: Journal of curriculum studies, 49 (2017) 1, S. 24-37Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2016.1205141
Schlagwörter	Erziehungslehre; Fähigkeit; Demokratie; Gleichheit
Abstract	The article argues teachers matter because of their potential to engage in critical reflection on values associated with connecting the local, the national and the global. Their practice can support those who are dislocated, and who have no place. Teachers matter because they can help us understand how we share humanity and aspirations across many differences. The discussion identifies some similarities between approaches to pedagogy and Seyla Benhabib's notion of democratic iteration. Both concepts suggest a navigation between the general, the particular and some of the complexities of their contradictions which can guide teachers' work. Frameworks from cosmopolitanism and the capability approach are explored for detail they provide on how this navigation can be considered in practice across differently politically constituted formations and diverse, unequally situated groups. Drawing on some reflections on work in an international classroom, the conclusion explores some of these navigations across inequalities.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2017/2