Imagined communities: Reflections on the origin and spread of nationalism

https://link.springer.com/content/pdf/10.2307%2F3343168.pdf

Development as Freedom

Our professional services was launched having a hope to serve as a total on the internet electronic catalogue that gives usage of many PDF file guide assortment. You will probably find many different types of e-guide as well as other literatures from our paperwork database. Distinct preferred topics that spread on our catalog are trending books, solution key, assessment test questions and answer, guideline sample, exercise guideline, test test, customer guide, user guide, assistance instruction, repair guidebook, etc.

Qualitative research for education: An introduction to theories and methods

萨义德以其独特的双重身份,对西方中心权力话语做了分析,通过对文学作品、演讲演说等文本的解读,将O rie n ta lis m——"东方学",做了三重释义:一门学科、一种思维方式和一种权力话语系统,对东方学权力话语做了系统的批判,同时将东方学放入空间维度对东方学文本做了细致的解读。

萨义德的“Orientalism”释义

In the present paper a research has been done on the essay ‘Can the Subaltern Speak’ by’ Gayatri Chakravorty Spivak’. It has been explained into much simpler language about what the author conveys for better understanding and further references. Also the criticism has been done by various critiques from various sources which is helpful from examination point of view. The paper has been divided into various contexts with an introduction and the conclusions. Also the references has been written that depicts the sources of criticism.

/pdf/can-the-subaltern-speak-559i22edvt.pdf

Can the Subaltern Speak

At the end of a ‘Make Poverty History7 (MPH) training session for activists, as an inspiration for a group of about 30 young people to write their action plans’, a facilitator conducts the following visualisation (reproduced from my notes): 
Imagine a huge ball-room. It is full of people wearing black-tie. They are all celebrities. You also see a red carpet leading to a stage on the other side. On the stage there is Nelson Mandela. He is holding a prize. It is the activist of the year prize. He calls your name. You walk down that corridor. Everyone is looking at you. What are you wearing? How are you feeling? Think about how you got there: the number of people that have signed your petitions, the number of white bands on the wrists of your friends, the number of people you have taken to Edinburgh. You shake Mandela’s hands. How does that feel? He gives you the microphone. Everyone is quiet waiting for you to speak. They respect you. They know what you have done. Think about the difference you have made to this campaign! Think about all the people you have helped in Africa…

Soft versus Critical Global Citizenship Education

PART I: POSTCOLONIALISMS AND POSTCOLONIAL THEORIES Contextualizing Postcolonialisms and Postcolonial Theories Homi Bhabha's Contribution and Critics Gayatri Spivak's Contribution and Critics Comparative Framework: Selected Theories of Institutional Suffering PART II: ACTIONING POSTCOLONIAL THEORY IN EDUCATIONAL RESEARCH Contextualizing the Research Process Analysis of Policy I: Focus on Western Liberal Humanism Analysis of Policy II: Focus on Neoliberalism Analysis of Practice I: the Other Who Validates our Superiority Analysis of Practice II: the Other Who Should be Grateful for our Efforts Analysis of Practice III: the Other Who Desperately Needs our Leadership PART III: ACTIONING POSTCOLONIAL PEDAGOGIES Contextualizing Pedagogical Processes and Contexts Relativizing Western Knowledge Production in Spaces of Dissensus The OSDE methodology Engaging with Other Knowledge Systems: the Through Other Eyes Initiative Wrestling with Meaning and Life: Being a Mother of Immigrant Children

Actionable Postcolonial Theory in Education

This article focuses on the geo- and body-politics of knowledge production related to global citizenship education. It introduces a set of concepts and questions, developed in the work of (mainly) Latin American scholars, that problematise Eurocentric conceptualisations of modernity, globalisation, knowledge and ‘being’ with several implications for education. Through conceptual tools that engage the ‘darker side of modernity’, the ‘coloniality of power/being’, ‘epistemic racism’ and ‘abyssal thinking’, the ideas presented in this article aim to pluralise possibilities for global citizenship education in ways that address ethnocentrism, ahistoricism, depoliticisation and paternalism in educational agendas, upholding possibilities for decoloniality, diversality and ‘ecologies of knowledge’ in educational research, policy and pedagogy.

Towards) Decoloniality and Diversality in Global Citizenship Education.

This article presents a social cartography of responses to the violences of modernity and uses this cartography to analyse different meanings and practices of decolonization in the context of higher education. As a pedagogical rather than normative exercise, we have tried to map tensions, paradoxes and contradictions we have observed in different responses to the violences of modernity. We start with a brief synthesis of selected literature that outlines the challenges of engaging pedagogically with critiques of modernity. We then present our tentative cartography of responses to modernity’s violence. Next, we apply the cartography to the literature on higher education focusing on interpretations and practices of decolonization. We conclude with some reflections on the challenges of developing a different relationship to modernity’s grammar in the task of being taught by a violent system in crisis.

https://jps.library.utoronto.ca/index.php/des/article/download/22168/18470

Mapping interpretations of decolonization in the context of higher education

As the number of students traveling from the Global South to study in the Global North continues to grow (OECD in Education at a glance 2014: highlights. OECD Publishing. Retrieved from http://www.oecd-ilibrary.org/education/education-at-a-glance-2014_eag_highlights-2014-en, 2014), we argue that it is necessary to broaden our conceptual approaches to the study of this dynamic. This article utilizes the framework of “global imaginaries” to examine the links between intensifying international student recruitment and international students’ experiences with racism. We suggest that both recruitment and racism are framed by a dominant global imaginary rooted in Western supremacy. This imaginary both makes Western higher education a desirable product in the global higher education market and shapes the reception of international students.

Vanessa Andreotti

Papers

Soft versus Critical Global Citizenship Education

Actionable Postcolonial Theory in Education

Towards) Decoloniality and Diversality in Global Citizenship Education.

Mapping interpretations of decolonization in the context of higher education

Cash, competition, or charity: international students and the global imaginary