Cosmopolitan Education Research Articles

The global relevance of Tagore’s cosmopolitan educational philosophy for social justice in a post-Westphalian world

ABSTRACT This article suggests that Tagore’s conception of cosmopolitan education can provide the basis for advancing matters of global social justice, when considering the problem posed by Nancy Fraser in her essay ‘Reframing Justice in a Globalizing World’: ‘How can we integrate struggles against maldistribution, misrecognition and misrepresentation within a post-Westphalian frame?’. To this end, the article briefly reflects on the perspective of cosmopolitanism, setting the scene for an exploration of Tagore’s distinctive cosmopolitan educational philosophy. The article develops the argument that framing pedagogy centred on Tagore’s principles of cosmopolitan education to produce cosmopolitan-minded citizens can help bring about social, political, and economic change at local, national, and international level, in order to integrate the three-dimensional struggle for social justice outlined by Fraser. The article concludes by suggesting what can be done at the institutional and curriculum levels to help foster the cosmopolitan attitude.

Grassroots policymaking in practice: including heritage languages in the critical connections project through agency, activism, and alternative voices

ABSTRACT This article examines the Critical Connections Multilingual Digital Storytelling Project through the lens of Language Policy and Planning (LPP) and considers the situation of heritage language learning within the policy on language education. We present our project as grassroots policymaking in practice and demonstrate how, through deep and meaningful collaboration, researchers, teachers, parents/carers, and students can exercise bottom-up agency to address key issues in learning languages and developing multilingual literacy. Our interdisciplinary approach embeds interculturality within all stages of the language learning process creating spaces that foster empathy, activist citizenship, and possibilities for a more sustainable future. We interrogate our Critical Connections Project and argue that this approach to LPP provides an alternative model of interculturally oriented critical cosmopolitan education which validates multilingual identities. We show how digital technology, virtual communities, and a growing concern for social justice have shaped the project and discuss how we adopted a critical ethnographic approach. In looking at purposes, principles and means in our project, the digital stories themselves are analysed and presented as vibrant data. To conclude, we engage specifically with the implications of our research for heritage languages and LPP. Finally, we make a series of recommendations for heritage language planning and policy.

Innerhalb und jenseits des Raums: Kosmopolitische Erziehung im Spiegel der deutschen und japanischen Erziehungsphilosophie neu gedacht

Abstract Within and Beyond Space. New Thinking of Cosmopolitan Education in Mirror of German and Japanese Philosophy of Education This paper investigates the role of space in cosmopolitan education through a comparison of German philosophy, as represented by Kant, and Japanese philosophy, as represented by Watsuji. While Kant suggests that cosmopolitan education needs to be constructed by connecting with the actual spatial, geographical world, Watsuji, on the other hand, indicates that dynamic cosmopolitan education can be achieved by holding the spatial emptiness of negation. Both theories reinforce each other to produce a fruitful cosmopolitan education that cultivates our practical sense of living in the real world.

Historisches Lernen, transnationale Erinnerung und kosmopolitische Bildung

Abstract Historical Learning, Transnational Remembrance, and Cosmopolitan Education. Pedagogical Considerations on the Cultures of Memory in Germany and Japan Cosmopolitan education is an ideal that transcends the boundaries of national historical and educational policy, but one that seems rather unrealistic in times of increasing national orientation of states. First, Aleida Assmann’s rejection of cosmopolitanism in her attempt to rethink nation is critically examined. After a brief sketch of the struggles over memory and responsibility in Germany, the concept of a dialogical memory and the idea of a transnational culture of memory are discussed with regard to Germany and Japan. Finally, two concepts of cosmopolitical education are presented and the motivation for historical and self-critical education is reflected in a cosmopolitical perspective.

From the Editor's Desk: Cosmopolitan Education

From the Editor's Desk: Cosmopolitan Education

Cosmopolitanism and Decolonization: Contradictory Perspectives on School Reform to Advance Reconciliation with Indigenous Peoples

Canadian school jurisdictions have taken steps to accommodate objectives to advance cosmopolitan education reflecting principles such as global citizenship, compassion, tolerance, responsibility, and respect within school curricula and educational practice. At the same time, a parallel set of reconciliation-related educational reforms, aligned with the Calls to Action that accompanied the 2015 Truth and Reconciliation Commission final report, have also gained urgency. Elements of reconciliation processes complement visions of cosmopolitanism, including objectives to foster dialogue and understanding between groups and advancements towards more holistic orientations to pedagogy and knowledge. However, conceptually and in practice, several tensions emerge, especially in a context in which educational priorities are contested. In this paper, we explore these connections and tensions with reference to findings from our research examining public perspectives on educational reforms to support reconciliation.

Extending Knowledge and Learning through the Prism of Cosmopolitan Education: International Perspectives

Extending Knowledge and Learning through the Prism of Cosmopolitan Education: International Perspectives. An article from journal International Journal for Talent Development and Creativity (Volume 10, Number 1-2, August–December 2022, pp. 7-328), on Érudit.

On Intercultural Interactions

In this article, physical models and ideas are invoked to describe some overall aspects of intercultural interactions. It is emphasized, however, that actual intercultural interactions are much more complex than any physical or mathematical model can encompass. They constitute, in fact, just one more example of what scientists call complex systems. These ideas are applied to the following examples: (1) Stuart Hall’s The West [versus] the Rest and Samuel Huntington’s weltanschauung; (2) interactions through Science and Technology as well as Science Diplomacy, focusing on Silk-Road interactions. The article is concluded with a partial list of necessary conditions condusive to constructive intercultural interactions, although these cannot possibly be sufficient. The wider implications for Cosmopolitan Education are also underlined.

The Spatial Nature of Trust in Cosmopolitan Education

This paper investigates the core moment of cosmopolitan education by considering trust in education. Critical and postcolonial approaches recognize that dialogue plays a crucial role in cosmopolitan education. However, dialogue is not possible without sharing a fundamental platform. Trust could encourage us to construct this platform, and should thus be examined in an educational context. Previous studies on trust in education have mainly focused on the asymmetric relationship between educators and children, offering the impression that trust strengthens authoritarian order. However, in this paper I propose that trust in education needs to be recognized for containing a spatial and contextual nature, that is, a vertical trust between educators and children, and a horizontal trust especially between friends. Such spatial trust is based on trust in matters and therefore an open trust that embraces all matters in the world. This spatial trust could contribute to reinforcing cosmopolitan education, and furthermore, to formulating a post-anthropocentric cosmopolitan education.

Dal cosmopolitismo radicale al cosmopolitismo radicato. Intervista a Anthony Kwame Appiah

Anthony Kwame Appiah is an internationally renowned philosopher who has worked on the philosophy of language, political and moral theory, African intellectual history and cosmopolitanism, with a particular interest in the theme of identity. He has held prominent positions and received numerous important awards; he has also dedicated himself to an intense activity of dissemination, giving countless lectures and collaborating with a number of newspapers, such as the BBC at which in 2016 he gave the Reith Lectures on the theme of identity and the New York Times Magazine where, as a columnist, he reasons about the ethical dilemmas that can arise in everyday life. In Italy he has published Cosmopolitismo. L’etica in un mondo di estranei (2007), Il codice d’onore. Come cambia la morale (2011), La menzogna dell’identità (2019). In this interview, given in July 2021, he explains his conception of cosmopolitanism, which he named “rooted or patriotic”, and from this perspective addresses the topics of migration, cosmopolitan education and practice, ‘cancel culture’ and freedom of expression.

Cosmopolitan Education in the Islamic perspective

This research is an examination of “Cosmopolitan Education in the Islamic perspective The principle aspects which are wanted to be known are: (1) The meaning of Cosmopolitan education in the Islamic perspective. (2) The Basis of Cosmopolitan education in Islam. (3) How does the concept of Cosmopolitan education gives implications for human life? (4) The Contribution of Cosmopolitan education toward human life in the revolution era 4.0 as the digital era. The research shows that education in the Islamic perspective goes from the time when Allah blows the ruh to the body until the last opportunity to taking an effort. Cosmopolitan education gives an important implication in which humans as individuals and humans as a society can become a perfect men. According to Islam, Muttaqi is the highest perfection which has many aspects of goodness. Cosmopolitan education gives a meaningful contribution to the life of human beings in the revolution era 4.0 as the digital era.

A conception of practical global citizenship education: locating and situating ‘allosyncracy’

ABSTRACT This paper examines practitioners’ experiences of global citizenship education (GCE) in an international baccalaureate (IB) international school and argues that the school’s enactment of GCE constitutes an allosyncratic response. The author defines allosyncracy as the uniqueness of behaviour and temperament demonstrated by groups and individuals in relation to others of difference. Thinking with Jürgen Habermas and Elliot Eisner, the author elaborates allosyncracy and argues that the delineating and expressive properties of the concept form a useful thread for GCE advancement. This research will be of interest to those seeking to develop modes of global engagement, including global citizenship, cosmopolitan education, and international-mindedness.

Analysing the potential of Disney-Pixar films for educating young children in inclusive values

ABSTRACT The use of films in the classroom is not new, as they promote critical thinking and reflection (Prats, Lluis. 2005. Cine para Educar. Barcelona: Belacqua). However, their role in promoting inclusive values with young learners remains relatively unexplored. Films have been considered a powerful pedagogical tool that helps students be in contact with the Other, creating new feelings of understanding and emotional attachment (Saito, Haito. 2010. “Actor-Network Theory of Cosmopolitan Education.” Sociological Theory 29 (2), 124–149). In the present work, the pedagogical potential of three Disney-Pixar films is explored to educate young learners in inclusive values related to difference and diversity. To do this, the authors perform a formal analysis using eight key elements linked to inclusive education and the Spanish curriculum for infant education. Results show that these elements are present, with a higher predominance of portraying different races or ethnicities, and the display of border transgressions, demonstrating they may enhance young learners’ learning of inclusive values in the classroom.

Raising cosmopolitan children: Chinese middle-class parents’ educational strategies

ABSTRACT This article examines the educational strategies of Shanghai Chinese middle-class parents who intend to raise their children to be cosmopolitans. It is based on a 2-year interview study of a group of Chinese parents who send their children to accredited international bilingual schools in Shanghai. Drawing on the concept of ordinary cosmopolitanism, I identify the promotion of extra-curricular activities and frequent travel within China and internationally as two central family practices used to foster a cosmopolitan orientation to improve their children's future. Although cosmopolitanism has a strong appeal to them, my analysis challenges both their concept of cosmopolitan parenting and whether a meaningful cosmopolitan education can take place through parenting strategies. I argue that a transpositional understanding of Chinese middle-class cultural logic of parenting involves a new thinking about the risks, compromises and complex interactions between culture, class and education, as inherent in their parenting strategies for ‘principled’, ‘fluid’ and ‘universal’ cosmopolitanism.

National Injustice, Caring Institutions and Cosmopolitan Motivation

This paper examines the relationship between strategies of cosmopolitan education intended to motivate citizens of affluent countries to care about distant others facing injustice, and injustices within the borders of these affluent countries. I argue that promoting justice within affluent countries and motivating citizens to act to address global injustices, are potentially complementary rather than competing projects. I make two claims. (i) Injustices within national borders can undermine the development of cosmopolitan concern. (ii) National institutions delivering health and social care play a vital role in developing and sustaining affective dispositions necessary to care about the fate of distant others.

Образ русской знатной дамы в поэзии Шарля де Линя

The article considers a series of poems by Prince Charles de Lin (1735–1814), dedicated to Russian women of the Catherine era. The novelty of the research is that these poems have not yet been studied and published in Russian. A description of the Prince de Lin’s relations with Russia is presented. The list of poetic messages of the “Russian cycle”is given. Information is given about the personalities of the addressees-representatives of the highest (titled) Russian aristocracy of the second half of the XVIII and early XIX centuries. The circumstances of the creation of individual poems, which caused their pathos, are indicated. A genre classification of works is proposed — madrigals, poems in albums, humorous songs. The above quotes indicate the collective image created by Prince de Lin of a high-class Russian lady of the end of the Enlightenment era. It is a whimsical combination of grandeur, coquetry, piety, courtesy, and artistic taste. With all the unique personality of each addressee, we see the personification of beauty and tenderness, refinement and kinship. The generally idealized view of the enlightened Belgian on the Russian high society of that era, when emancipation and cosmopolitan education of noblewomen were already more than a century old, has a certain historical significance and deserves attention in the light of the dialogue between the two cultures.

World Citizenship in Elizabeth Barrett Browning’s Juvenilia

World Citizenship in Elizabeth Barrett Browning’s Juvenilia

La Educación Cosmopolita como enfoque educativo para trabajar la inclusión, la diversidad y el vínculo emocional en el aula.

La Educación Cosmopolita es un enfoque preciso para dar respuesta a los cambios sociales y culturales del siglo XXI. El estudio de la Educación Cosmopolita ha sido objeto de investigación en las últimas décadas con autores como Martha Nussbaum (1997), Thomas Popkewitz (2009) y David Hansen (2011). Este enfoque educativo ha surgido como un nuevo paradigma para dar respuesta a los desafíos de la globalización dentro de las escuelas. La intención de la Educación Cosmopolita es proliferar la apertura reflexiva y crear un vínculo emocional hacia el Otro, otras culturas y la diversidad. El uso de Educación Cosmopolita en el aula facilita la comprensión de la diferencia, un ambiente de aceptación e igualdad, al tiempo que prepara a los estudiantes para la vida fuera de las escuelas.

Cosmopolitan Education in Agonistic Morality: Epistemological Restraint, Discourse Ethics, and Agonistic Pluralism

Cosmopolitan education has been much theorized, discussed, and proposed, but what, exactly, might it look like and what specific processes might it involve? Cosmopolitanism’s recognition of shared humanity and the subsequent entailment of democratic inclusion make explicit the moral and political nature of cosmopolitan education and philosophy. As an ethico-political process, existing political and ethical processes can be brought to bear on its educational manifestations. The political concepts of epistemological restraint, discourse ethics, and agonistic pluralism are offered as models for cosmopolitan education in agonistic morality: epistemological restraint is used to address the need for prioritization of moral inquiry over moral belief; discourse ethics addresses the necessity of inclusive and democratic dialogue; agonistic pluralism offsets the implications of the inevitability of pluralism in educational inquiry. All three combine to form a process of cosmopolitan education in agonistic morality.

Terminological “Communities”: A Conceptual Mapping of Scholarship Identified With Education’s “Global Turn”

This chapter presents an innovative, cross-disciplinary methodological approach to systematically reviewing and comparing large bodies of literature using big data, Natural Language Processing, network analysis, and supplementary qualitative analysis. The approach is demonstrated through an analysis of the literature surrounding four common concepts within the scholarship related to the global turn in education: 21st-century skills, global citizenship, intercultural competencies, and cosmopolitan education. An analysis is made of each network representing the focal concepts. We also undertake a comparative analysis of topics appearing across the scholarship found on the different concepts. Through this analysis we highlight some benefits of the outlined methodology in identifying overarching themes across bodies of literature, locating differences in how topics are approached within the context of each concept, revealing blind spots and caveats in specific areas of scholarship, and being able to outline distinctive characteristics of the literature related to each concept. Limitations and potential uses of the method are subsequently discussed. This review will be of use to researchers from any field who are interested in novel methodological ways of unpacking and analyzing large bodies of knowledge, as well as scholars embarking on research related to the global turn in education, and finally, policymakers looking to identify which concepts to utilize in their work in this area.