Jana Mohr Lone and Michael D. Borroughs, Philosophy in Education: Questioning and Dialogue in Schools

Jana Mohr Lone and Michael D. Borroughs, Philosophy in Education: Questioning and Dialogue in School

The Right to Sex, Amia Srinivasan

The Right to Sex, Amia Srinivasa

Hybridity and National Identity in Post-colonial Schools

The recent resurgence of extreme-right movements and the nationalist turn of many governments across the world have reignited the relevance of discussions within educational philosophy about the teaching of national identity in schools. However, the conceptualisation of national identity in previous iterations of these debates have been largely Western and Eurocentric, making the past theoretical literature about these questions less relevant for post-colonial settings. In this paper, I imagine a new approach for teaching national identity in post-colonial contexts, founded on postcolonial conceptions of identity and in particular, the concept of hybridity. I first develop a postcolonial account of national identity by drawing on Homi Bhabha’s thinking about cultural identity, drawing on his concepts of liminality, splitting, and ambivalence. Then, building on Bhabha\u27s notion of hybridity, I propose a distinction between national identity portrayals as either fixed or malleable. Finally, I demonstrate the implications of such a conceptual distinction on the way that national identity is taught in post-colonial schools; by way of an example, I envision a concrete approach to teaching national identity that views national identity as malleable rather than fixed, set in a hypothetical postcolonial school in the Philippines. By beginning from postcolonial assumptions about national identity, I hope to indicate new directions that the debates about the teaching of national identity in schools might proceed

Hannah Arendt on Educational Thinking and Practice in Dark Times: Education for a World in Crisis, Wayne Veck and Helen M. Gunter, Eds.

Hannah Arendt on Educational Thinking and Practice in Dark Times: Education for a World in Crisis, Wayne Veck and Helen M. Gunter, Eds

Collective autobiographical reflexivity on active and compassionate citizenship in the COVID-19 crisis

Since the outbreak of the coronavirus pandemic, socio-economic inequalities have become exacerbated and COVID-19 related hate crimes have increased. This paper explores how citizenship education might be reimagined in response to this context, with the vision of rebuilding a more equitable and compassionate society. By using a collective autobiographical writing approach, this study documented six different autobiographical reflexivities of citizenship education scholars who were from different parts of the world: China, South Korea, the Philippines, the United States, Nepal and the United Kingdom. It also observed the way the pandemic played out in the location where they were situated during the research as well as how it played out in their countries of origin, and further, how it affected the civic development in each context. The scholars\u27 range of autobiographical expressions resulted in insights for developing a type of citizenship education, namely, education for active and compassionate citizenship