Unterhalter, ES;
(2017)
Global injustice, pedagogy and democratic iterations: Some reflections on why teachers matter.
Journal of Curriculum Studies
, 49
pp. 24-37.
10.1080/00220272.2016.1205141.
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Abstract
The article argues teachers matter because of their potential to engage in critical reflection on values associated with connecting the local, the national and the global. Their practice can support those who are dislocated, and who have no place. Teachers matter because they can help us understand how we share humanity and aspirations across many differences. The discussion identifies some similarities between approaches to pedagogy and Seyla Benhabib’s notion of democratic iteration. Both concepts suggest a navigation between the general, the particular and some of the complexities of their contradictions which can guide teachers’ work. Frameworks from cosmopolitanism and the capability approach are explored for detail they provide on how this navigation can be considered in practice across differently politically constituted formations and diverse, unequally situated groups. Drawing on some reflections on work in an international classroom, the conclusion explores some of these navigations across inequalities.
Type: | Article |
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Title: | Global injustice, pedagogy and democratic iterations: Some reflections on why teachers matter |
Open access status: | An open access version is available from UCL Discovery |
DOI: | 10.1080/00220272.2016.1205141 |
Publisher version: | http://doi.org/10.1080/00220272.2016.1205141 |
Language: | English |
Additional information: | This is an Accepted Manuscript of an article published by Taylor & Francis in the Journal of Curriculum Studies on 05/01/2017, available online: http://www.tandfonline.com/10.1080/00220272.2016.1205141 |
Keywords: | Cosmopolitanism, capabilities, equity, pedagogy, democratic iteration |
UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society |
URI: | https://discovery.ucl.ac.uk/id/eprint/1507869 |
1. | China | 12 |
2. | United Kingdom | 6 |
3. | United States | 5 |
4. | Switzerland | 3 |
5. | Jordan | 1 |
6. | Belize | 1 |
7. | Turkey | 1 |
8. | Canada | 1 |
9. | Italy | 1 |
10. | Nepal | 1 |
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