International Higher Education and Global Citizenship Education: The Rise of Critical Cosmopolitanism’s ‘Personhood’ in the Age of COVID-19

Q1 Arts and Humanities

Knowledge Cultures Pub Date : 2020-01-01 DOI:10.22381/kc8320208

Benjamin Green

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引用次数: 4

Abstract

COVID-19 is the first truly global pandemic of the 21st century, and while it has claimed thousands of lives, it has also provided our current global risk society with opportunities to inhabit increasingly rare moments of transnational openness and collectivity However, higher education institutions (HEIs) continue to be guided by hegemonic forces which reify the necessity of human capital-based norms, values and competencies as a means of securing national and individual competitive advantage Challenging the dominant neoliberal orthodoxy of the knowledge economy, knowledge socialism aims to cement the bonds of collectivity through decentralised and non-hierarchical avenues of non-rivalrous, peer-to-peer, knowledge exchange for the collective good This article argues that in order to foment this turn - from individuality/competitiveness to collectivity/non-rivalry - a shift from a methodologically nationalist form of global citizenship education, towards one which embraces cosmopolitan personhood must occur Thus, cosmopolitan personhood should be understood as an educational project and an ethical imperative which promotes a notion of cosmopolitan citizenship based in openness and the collective struggle towards securing the greater good

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国际高等教育与全球公民教育:新冠肺炎时代批判性世界主义“人格”的兴起

COVID-19是21世纪第一次真正意义上的全球大流行，虽然它夺去了数千人的生命，但它也为我们当前的全球风险社会提供了机会，使我们能够享受到越来越罕见的跨国开放和集体时刻。然而，高等教育机构继续受到霸权势力的支配，这体现了以人力资本为基础的规范的必要性。知识社会主义挑战了知识经济中占主导地位的新自由主义正统观念，旨在通过非竞争性的、点对点的、本文认为，为了促进这种从个性/竞争到集体/非竞争的转变，必须从方法论上的民族主义形式的全球公民教育转变为拥抱世界主义人格的教育。世界主义人格应该被理解为一种教育项目和一种道德要求，它促进了一种以开放和集体斗争为基础的世界主义公民观念，以确保更大的利益

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来源期刊

Knowledge Cultures Arts and Humanities-Literature and Literary Theory

CiteScore

2.70

自引率

0.00%

发文量

期刊介绍： Knowledge Cultures is a multidisciplinary journal that draws on the humanities and social sciences at the intersections of economics, philosophy, library science, international law, politics, cultural studies, literary studies, new technology studies, history, and education. The journal serves as a hothouse for research with a specific focus on how knowledge futures will help to define the shape of higher education in the twenty-first century. In particular, the journal is interested in general theoretical problems concerning information and knowledge production and exchange, including the globalization of higher education, the knowledge economy, the interface between publishing and academia, and the development of the intellectual commons with an accent on digital sustainability, commons-based production and exchange of information and culture, the development of learning and knowledge networks and emerging concepts of freedom, access and justice in the organization of knowledge production.