Taming Cosmopolitanism: The Limits of National and Neoliberal Civic Education in Two Global Cities

Autor/inn/en	Baildon, Mark; Alviar-Martin, Theresa
Titel	Taming Cosmopolitanism: The Limits of National and Neoliberal Civic Education in Two Global Cities
Quelle	In: Asia Pacific Journal of Education, 40 (2020) 1, S.98-111 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2020.1725428
Schlagwörter	Civics; Neoliberalism; Urban Areas; Global Approach; Citizenship Education; Educational Policy; Foreign Countries; Nationalism; Asians; Social Studies; Social Justice; Citizenship Responsibility; Curriculum Guides; Moral Values; Economic Development; Singapore; Hong Kong + Suchen Sie Ihr Suchwort? Staatsbürgerkunde; Neo-liberalism; Neoliberalismus; Urban area; Stadtregion; Globales Denken; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Politics of education; Bildungspolitik; Ausland; Nationalismus; Asian; Asiat; Asiatin; Asiaten; Asiate; Gemeinschaftskunde; Soziale Gerechtigkeit; Curriculare Materialien; Moral value; Ethischer Wert; Wirtschaftsentwicklung; Singapur; Hongkong
Abstract	This paper analyzes global education policy and curricular documents in Singapore and Hong Kong. Using a discursive approach, we characterize curricular aims through various cosmopolitan perspectives. We posit that although touted as Asian global cities, Singapore and Hong Kong are cases where neoliberal and nation-centric educational agendas have effectively rebranded cosmopolitanism and tamed its transformative potential. To develop this argument, we review theories and critiques of cosmopolitan forms of global citizenship education deemed necessary to prepare young people for complex global social conditions. We discuss cosmopolitan principles on identity, values, and deliberation and draw on critical cosmopolitanism and Asian forms of cosmopolitanism to provide a discursive framework for analyzing curricular intentions in the two cases. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01