Becoming Cosmopolitan: Toward a Critical Cosmopolitan Pedagogy

Becoming Cosmopolitan: Toward a Critical Cosmopolitan Pedagogy

Bibliographic Details
Main Author: Birk, Tammy A.
Language:English
Published: The Ohio State University / OhioLINK 2011
Subjects:
Curricula
Curriculum Development
Educational Theory
Higher Education
Pedagogy
Teaching
cosmopolitanism
critical cosmopolitanism
cosmopolitan education
pedagogy
global education
Online Access:http://rave.ohiolink.edu/etdc/view?acc_num=osu1308276138
id ndltd-OhioLink-oai-etd.ohiolink.edu-osu1308276138
record_format oai_dc
collection NDLTD
language English
sources NDLTD
topic Curricula
Curriculum Development
Educational Theory
Higher Education
Pedagogy
Teaching
cosmopolitanism
critical cosmopolitanism
cosmopolitan education
pedagogy
global education
spellingShingle Curricula
Curriculum Development
Educational Theory
Higher Education
Pedagogy
Teaching
cosmopolitanism
critical cosmopolitanism
cosmopolitan education
pedagogy
global education
Birk, Tammy A.
Becoming Cosmopolitan: Toward a Critical Cosmopolitan Pedagogy
author Birk, Tammy A.
author_facet Birk, Tammy A.
author_sort Birk, Tammy A.
title Becoming Cosmopolitan: Toward a Critical Cosmopolitan Pedagogy
title_short Becoming Cosmopolitan: Toward a Critical Cosmopolitan Pedagogy
title_full Becoming Cosmopolitan: Toward a Critical Cosmopolitan Pedagogy
title_fullStr Becoming Cosmopolitan: Toward a Critical Cosmopolitan Pedagogy
title_full_unstemmed Becoming Cosmopolitan: Toward a Critical Cosmopolitan Pedagogy
title_sort becoming cosmopolitan: toward a critical cosmopolitan pedagogy
publisher The Ohio State University / OhioLINK
publishDate 2011
url http://rave.ohiolink.edu/etdc/view?acc_num=osu1308276138
work_keys_str_mv AT birktammya becomingcosmopolitantowardacriticalcosmopolitanpedagogy
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spelling ndltd-OhioLink-oai-etd.ohiolink.edu-osu13082761382021-08-03T06:03:15Z Becoming Cosmopolitan: Toward a Critical Cosmopolitan Pedagogy Birk, Tammy A. Curricula Curriculum Development Educational Theory Higher Education Pedagogy Teaching cosmopolitanism critical cosmopolitanism cosmopolitan education pedagogy global education <p>My dissertation, Becoming Cosmopolitan: Toward a Critical Cosmopolitan Pedagogy, names and explores the central features of a critical cosmopolitan pedagogical practice. My dissertation takes as a primary task the theorizing of cosmopolitan pedagogies that will fully and complexly realize the aims of ethical and engaged global learning. Because I am most interested in exploring the benefits and challenges of framing global learning within an explicitly cosmopolitan context, this project takes as a primary task the examination and elaboration of the notional relationship between the global and the cosmopolitan. How, for example, might cosmopolitan questions enrich and complicate contemporary discourse on the global in higher education? What might be gained from a more overt identification of the global with the cosmopolitan in pedagogical work? And, if we admit the usefulness of cosmopolitan frameworks for global learning pedagogies, why is it important that we define our investments as critically cosmopolitan? </p><p>Critical cosmopolitanism, as I define it, is a variant of cosmopolitan discourse that resists abstract universal truths about human or global community; thinks the local and the global relationally; insists on a strong and broad ethical concern for the other that does not disregard difference; complicates and decolonizes ways of thinking about social identity and power; and challenges the uncritical commodification of cultural difference.</p><p>I argue that this iteration of cosmopolitanism offers a socially relevant and transformative language for global learning, as it is intent on questioning and, ultimately, deterritorializing borders and boundaries that work to reify both identity and location. Because critical cosmopolitan pedagogy additionally seeks to complicate its relationship to abstract and imperial versions of universalism on the one hand, and insular and restrictive forms of civic identity on the other, I believe that it emerges as the most productive and promising of cosmopolitan frameworks for global learning. </p><p>In the dissertation, I define what I believe to be the key paradigms and sensibilities of a critical cosmopolitan pedagogy. Critical cosmopolitan teaching and learning is marked by three significant conceptual paradigms: a rethinking of the local and global as mutually constitutive and relational, an enlarged and reinvigorated conception of citizenship, and a complex engagement with otherness. It is also my central contention that a critical cosmopolitan orientation—necessarily self-reflexive, heightened in its care and responsibility for the world, and challenging of routine forms of cynicism—is the dispositional goal of critical cosmopolitan pedagogy. </p><p>Finally, this project hopes to better understand and answer the anxieties that are inspired by critical cosmopolitan practices and values in pedagogical work. I am interested in one particular response: anxiety about the engulfment and erasure of the local (usually, in the name of the global or “elsewhere”). Without a more complex exploration of the way that anxiety threatens and undermines critical cosmopolitan pedagogy, I believe that we are less equipped to contend with resistance in the learning situation and, as a result, less successful in our efforts to introduce students to new and viable possibilities for cosmopolitan subjectivity, responsibility, and belonging. </p> 2011-09-26 English text The Ohio State University / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=osu1308276138 http://rave.ohiolink.edu/etdc/view?acc_num=osu1308276138 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws.

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