Global Citizenship Education as an Approach for Finding in Translation

• In Event: 45.065 - Exploring the Complexities in Global Citizenship Education: Hard Spaces, Methodologies, and Ethics

Abstract

In this presentation, I use a sociological framework for analyzing some of the ways in which hard spaces in the development of education are constructed by different perspectives from the Global North and the Global South. The objective of this presentation is to model and demonstrate a method for culturally sensitive translation following propositions that have been made by De Sousa Santos (De Sousa Santos, 2014). The research question is: How can an international education development agenda such as Global Citizenship Education (GCE) contribute to what we know about challenges and resources for the development of education in hard spaces? The research method I have used is secondary analysis of survey data on literacy rates in Rwanda, Kenya and the Democratic Republic of Congo between 1987 and 2017 (UNESCO, 2018). I develop my analysis by comparing a Eurocentric definition of hard spaces (Collier, 2007) with contrasting definitions by scholars from the Global South (M’Bokolo, 2000; Ngũgĩ & Ngũgĩ, 1982). My thesis is that GCE can be used as a fruitful approach for learning about hard spaces. Notably, if serious efforts are made to balance perspectives on what constitute challenges and resources for the development of education by including local views. The research results highlight tensions associated to the colonial history of Africa that are covered up by the technical terms used by Collier. The African scholars describe the role of tribal and trade related traditions that predate the period of colonial rule. Cultural traditions that are important for a meaningful understanding of factors that motivate economic and political decisions in the region.

My presentation is organized as follows. I start by introducing definitions of hard spaces provided by Collier, M’Bokolo and Ngũgĩ & Ngũgĩ (Collier, 2007; M’Bokolo, 2000; Ngũgĩ & Ngũgĩ, 1982). Subsequently, I present a synthesis of the UNESCO literacy data. I conclude my presentation by discussing the particular features that are highlighted by the juxtaposition of data and different perspectives on hard spaces. I conclude by proposing that culturally sensitive translations are necessary, if we wish to advance GCE for learning about hard spaces. The research is significant in that it outlines a theoretical framework and method for culturally sensitive and empirically grounded translations for advancing GCE practices.

Author

• Susan Wiksten, European Journal of Education