The Critical Global Educator
•
1 like•69 views
This presentation explains some of the key concepts relating to the critical global educator.
Recommended
Recommended
More Related Content
Similar to The Critical Global Educator
Similar to The Critical Global Educator (20)
Recently uploaded
Recently uploaded (20)
The Critical Global Educator
- 1. The Critical Global Educator Personal/Professional/Political (Dr.) Maureen Ellis Inst. of Ed. & Open University m.ellis@open.ac.uk maureen.ellis@ucl.ac.uk
- 2. The Critical Global Educator Global Citizenship Education as Sustainable Development Subjects Individual Cultural Mediation Collective Deep frames Values and perceptions Immediate Ethos and worldview Surface frames Beliefs and intentions Multi-modally mediated Cosmology and ideology Evidenced in / Accessed by Language, modes, activity Multi-media and the media Dominant discourses: community products te x t d is c o u rs e c ritiq u e p h o n o lo g y , s p e llin g , le x is , g ra m m a r c o n te x t s tru c tu re s , ru le s , u s a g e p o litic a l e ffic a c y a p p lic a tio n s , g e n re s , u s e a u th o r; a u th o rity a p p ro p ria te n e s s fo r re c e iv e r la n g u a g e ; p o lic y c o m m u n ic a tiv e p e rfo rm a n c e s o c ia l, m o ra l, e th ic a l is s u e s fu n c tio n a l c o m p e te n c e H e te ro g lo s s ic ‘g lo c a l’ le a rn in g MaureenEllis m.ellis@open.ac.uk Moral Socio-cultural Political, Economic Biological Chemical Physical O u tc o m e R u l e s In s tr u m e n ts S u b j e c t O b je c t C o m m u n i ty D i v i s i o n o f La b o u r 2
- 4. The Critical Global Citizen Maureen Ellis: UCL/IoE & Open University t-ellis2@hotmail.com 3. Instruments: Texts, Tools, Toys, Technologies 3.1 What media, multi-modal tools / voices convert you / yr students, from consumers to producers of systemic change? 3.2 Which conceptual frameworks and contradictory ‘texts’, do you use to develop critical literacies? 3.3 List 6-8 items for a personal portfolio which represents critical practice you are proud of. 4. Rules: Regulations & Routines 4.1 Which global initiatives/ documents / material resources / social practices, legitimise your work? 4.2 Which global issues/ texts / structures / systems are critiqued in your work? 4.3 How does your teaching / work address the cultural discourse, political-economy and ethics of your discipline? 2. Objectives: Theorising Passions 2.1 What incidents, individuals, influences led you to a global then critical, or critical then global perspective? 2.2 Which authors / theorists / institutions / organisations enable you /your students to merge informal with formal development? 2.3 Today what are your aims for critical global learning? Why are these important? Cultural Historical Activity Theory (CHAT) Y. Engestrom 6. Division of Labour: Fields & Causes 6.1 Where do you see obstacles or blockages in sustainable global learning: policy / strategy / research / finance …? 6.2 Where would you say responsibility / potential / power lie for transformation of thought, word / in- deed? 6.3 How have you been able to expose discourse contradictions or fault-lines between society’s intentions, language and action? 5. Communities of practice & / or praxis 5.1 Describe your most powerful CoP / CoPx which has effected policy or systemic change. 5.2 (How) does your CoP work with other CoPs to combine theory w practice; link academe w NGO; extend power from campus to community or transform individual to societal change? 5.3 Give examples of inter-institution / -discipline / -cultural / -national innovative coalitions bridging conflicts and tensions. 3 2 1 4 5 6 1. Subject: You / Your organisation 4
- 6. Dialectic epistemology and axiology Peirce’s semiotic trinity w implications for: Knowledge: product / process Community: academic / INGO Emancipation: is / ought 6
- 7. Cosmology Life-supporting Human material Human socio-cultural 7 Habitus or Ontological Self holistic (w)hole holy holi self/spirit
- 8. Deep frames: Values and perceptions: Conceptual metaphor Surface frames: Beliefs and intentions: Linguistic metaphor Discourse: Communicative purposes and expression Holistic axiology8
- 9. Subjects Individual Cultural Mediation Collective Deep frames Values and perceptions Immediate Ethos and worldview Surface frames Beliefs and intentions Multi- modally mediated Cosmology and ideology Evidenced in /Accesssed by Language and expression Multi- media and the media Dominant discourses Mediated Frames within Socio-cultural Discourse 9
- 10. text discourse critique phonology, spelling, lexis, grammar context structures, rules, usage political efficacy applications, genres, use author; authority appropriateness for receiver language; policy communicative performance social, moral, ethical issues functional competence Heteroglossic ‘glocal’ learning 10
- 12. ‘The Critical Global Educator: Global Citizenship Education as Sustainable Development’. Routledge, 2016 e-version £35/-; Paperback £50/-; Hardback £76/- incl. flyer discount. (Dr.) Maureen Ellis UCL-IoE & Open University m.ellis@open.ac.uk; maureen.ellis@ucl.ac.uk 12
Editor's Notes
- Brief bio: India, Australia, UK Dip Serv, 40+ countries , husband’s retirement. Global Citizenship conference at Buckfast Abbey, General discourse + Govt. calls for critical thinking. Academics complain Global Cit is just samosas, saris, steelbands! MAs in Literature, Language, OU teaching Lang & Dev.; PhD integrates poetry and prose, 2006-2013 at London Uni IoE, 4 research Outcomes: Mandala, Interview Schedule, policy critique; empirical evidence. Most significant finding: power of theory to spiral intuition ~ formal tuition; theos ~ entheosiasm / passion Theory knits personal transformative exp / professional response-able transactions to transformational political efficacy.
- Roy Bhaskar’s ‘East to West’ presents Critical Realism’s (CR) Semiotics, Semantics, & Symbolic exchange Fundamentals of CR: diagrams taken from ‘The Critical Global Educator’ (Ellis, 2016) Jungian mandala shows individual consciousness at the heart of Cultural Historical Activity Theory (CHAT); Neuro-. Psycho-, Socio-, and Cognitive-linguistic circles extend individual consciousness to global issues of Social Justice, Human Rights, Conflict Resolution, Diversity, Interdependence, i.e. Sustainable Development. The rest of this presentation offers details of this philosophy and theory for Critical Global Educators.
- Wittgenstein said : ‘The limits of my language mean the limits of my world’ (1922/2010: 5.6). CHAT captures Discourse; language in action eg policy, charter, law, cheques, regulations, ‘word made flesh’ Engestrom draws on Hegel, Marx, Vygotsky, Bakhtin, Jung, … to analyse expansive learning/expanding concepts: Individual, institutional, regional, global, cosmic Subject (Individual or organisation); Object (objectives) and Outcomes (long-term goals); Instruments (cultural tools, media, medium); Rules (regulations, routines, material resources); Community of praxis (theorised) or simply practice (face-to-face or online; national, regional or global); Division of Labour (power, management, who does what, who decides and who follows).
- Interview Schedule based on CHAT. Used in the UK and overseas; between 2007-2013 Over 500 participants including teachers, teacher educators, international NGO administrators, academics; Surveys, focus groups, face-to-face interviews, case studies. I offer interviewees personal explanations when necessary, eg for Q 4.3 on political-economy and ethics, I ask, ‘Where’s the power? Where’s the money? Who’s making the decisions? How is this justified?’
- Critical Realism’s Stratified, differentiated ontology; complex (onion), laminated or layered realities; Other permutations are Chaos/Gaia/Systems; Vedic Seven chakras: Seven veils, seven pillars of wisdom, Septuagint? Consilience (E.O.Wilson); Michael Polanyi’s emergence; calls for transdisciplinary discipleship; Tower of Babel: surplus energy, power, life, belief, truth, beauty, faith, love … can fracture and fragment. Shaxson, Klein relate global crises: food, fuel, finance, climate, commerce (human, drug, arms), conflict and war My research findings show that i. academics focused on powerful WTO, WB, ECB, Ofsted, etc converted Rules to Tools (Instruments); political literacy linked material resources to social praxis. ii. Trs & Tr eds unable to specify glocal links; culture of silence, limited theory/confidence meant only transformative not (politically efficacious) transformational goals. Michael Halliday’s Systemic Functional Semiotics aids diagnosis, analysis, karma causality, political-economy/cultural politics;
- Critical Realism’s Dialectical materialism originated in Taoism, Confucianism, cosmology, philosophy, astronomy, maths, agri, Not mere 2-way dialogue Reason/emotion; literal/ literate; theory/practice; tradition/innovation; But 3-way dialectical materialism; dark matter; probe borders for bridges, hybridity, alternatives; legal loopholes; Trinity: brahma, shiva, vishnu; Greek clotho, lachesis, atropos; Peirce tyche, syneche, pragmaticism: Semantic triangle; subtle, nuanced, dynamic, sophisticated Yin/yang treatment of Other; The middle line represents crucial third way, negotiating, navigating, innovation, emergence, evolution, shifting values; Balanced management of contradiction, conflict, silence, absence, unquestioned assumptions, future possibilities, … Curriculum contradiction, conflict, silence, absence; crucial criteria tells us when to compromise when to challenge? New fields e.g. evolutionary psy or bio; geopolitics; medical geology; museology; theological anthropology; ; Secret, sacred, shared truths?? Risk?
- Aristotle, later Bourdieu refer to ‘habitus’ or ‘hexis’; being, having and doing; Jung’s ‘Modern Man in Search of a Soul’. C.S.Peirce’s description of Soul as Spirit of Unconditional Loving. Martin Buber’s ‘I and Thou’. Critical Realism’s Stratified Embodied Self: Jung brought Vedic Chakras to the West: 1Root, 2Sacral, 3Solar Plexus, 4Heart, 5Throat, 6Third Eye, 7Crown. Individual as social / environmental construct; individual constructivist/social constructionist theory; Individual self within Self, ontogeny in phylogeny i.e. Jung’s collective consciousness; Metaphoric conversion, metaphysical self/ Self = absorption of values, abduction of ideology, justificatory absolution; Mikhail Bakhtin’s Stream of consciousness; internally persuasive dialogue; cognitive persistence identifies this sound-track from birth to death. Critical Global Educators theorise passion; justify/challenge belief; nurture voice ~ vocation.
- ‘Metaphors we live by’ (Lakoff and Johnson) link literal, tangible to ideology/cosmology; physics to metaphysics; denotation to connotation and myth. Erving Goffman socio-psychologist relates Politeness/Political correctness/private or public policy/ Political literacy; Goffman’s Frame Theory relates deep frames (schema) to surface framing (discourse); Consider Laws of tort/distort; loss of face/status; social contract as alignment versus alienation; Unsuccessful atonement (at-one-ment) means schizophrenia, suicide, criminals; align/alien; distortion; laws of tort; Self esteem is soo important; SS’s deep texts and voices, ‘intentions / inner tensions’ must be addressed. Foucault studying madness writes, ‘Discipline & Punish’. Neuroscience explains Limbic system; importance of Emotion (Cerebellum: Medulla Oblongata, Hippocampus, Pons) – Today Science speaks to mysticism as Roger Penrose & Stuart Hammeroff study Quantum Consciousness
- All life depends on culture –think yoghurt, bacteria /virus; We are all cultural mediators; spinning discourse; repeating, reporting, representing or re-presenting reality. Curriculum must focus on current, relevant, electrifying media. Must value SS’s ‘interests’; texts and voices; diary, autobio + critical theory; Identify S’s power, media, modality, use student’s resources, e.g. social media; Narrative power, creative writing can unite and integrate fragile self; Critical Global Educators used journal-writing to blend autobiography ~ critical biography; Academics combined cite/sight/insight, so that Reference/Reverence IS ontology! Global moods, modes, media & modality cross (a-CROSS) regional, national, cultural, geog, discipline borders. Michael Halliday’s Systemic Functional Semiotics offers tools to analyse this complexity.
- Bakhtin’s heteroglossia means ‘many tongues’. Multiple global intelligences are expressed in regulation, routine, ritual via multi-: i. modes: word, number, image, moving image, colour, sound, gesture, facial expression, performance (protest march); ii. media: newspapers, banners, logos, advertisements, manifestos, TV, film, performance, dance, drama/daily dharma. iii. Modalities/technologies converting, spinning, delivering, presenting, re-presenting Truths, beliefs, opinions, attitudes. Global Multimodality (Kress, Jewitt, O’Halloran, Bowcher) can mean Chaos and Cacophony; Depth hermeneutics requires us as Hermes, messengers of glocal Go(o)ds, to Analyse Text and co-texts; interpret Context (Foucault’s socio-political-economic-financial-legal apparatus); evaluate i.e. critique oecumene (the universal). CR’s systemic consciousness creates a habitus of constantly evaluating evolving critical criteria, crucially determining priorities, preferences, challenging assumptions, constantly justifying our beliefs, NOT accepting relativism but identifying RELEVANCE. NOT relying on conventional, traditional modes of summative assessment, Critical Global Educators evaluated performance, e.g. Service learning; networking; community products, portfolio and continuous praxis.
- Cf separate handout on 3 Research Questions and 8 recommendations which emerged from this research. Critical global educators i. theorise passionate cyborg identities; ii. create community products; iii. develop multistakeholder NGO/CSO communities of praxis across schools, campus and community; iv. establish thematic global research networks; v. expand sociology to anthropology of disciplines.