“Pork pies and vindaloos”: learning for cosmopolitan citizenship

This paper examines Audrey Osler and Hugh Starkey’s 2003 article on cosmopolitan citizenship 14 years after its publication. Since its publication, young people’s disconnection from political life has increasingly become a cause for concern for most, if not all, Western democracies. Specifically, this article examines the implications for young people’s political life in Leicester following a period of local, regional and national political changes. The study has shown how some South Asian young people occupy “outsiders-within” status in Leicester’s “common culture” (and all the sub-cultures that exist within it) and see their ethnic communities from a range of voyeuristic positions. Young South Asian participants in the study have not distanced themselves from the South Asian community entirely, but the way participants have approached narrating their self-identities has not necessarily been forged in, or determined upon, how “Indian” or “Pakistani” identities are conceived by the common culture. Consequently, two questions arise. Firstly, what is the impact of developing cosmopolitan citizenship among young people forging new types of ethnic identities in Leicester? Secondly, what types of educational approaches (formal and informal) would be important to help strengthen young people’s political engagement? The paper concludes that the ongoing challenge for educators is to strengthen mutual understanding between students from different communities and backgrounds by drawing on their lived experience within the caveat of promoting cosmopolitan citizenship

The postcolonial challenge: towards alternative worlds/ Venn

219 hal.; 23,5 cm

Affect

Special issue of Body & Societ

Special Issue on Michel Foucault

A special issue on the French philosopher Michel Foucault in the twentieth-fifth anniversary of his death addressing the importance of the belated publication of his courses at the College de France to a renaissance in Foucauldian studies

Inequality, poverty, education : a political economy of school exclusion

About the Book"This book provides a penetrating, moving and deeply sobering genealogical account of how some of the most vulnerable children insociety have been categorised, treated and ultimately excluded from education in the United Kingdom. This book should be read by every person who works within the education system today and by every beginning teacher so that we can start to reclaim our human values." - Gabrielle Ivinson, Subjectivity "Inequality, Poverty, Education is an inspiring and well-crafted book, which looks at the political economy of school exclusion through the lenses of Foucauldian genealogy." - Maria Tamboukou, Subjectivity "Inequality, Poverty, Education has powerful, emotionally charged and intellectually compelling examples of working-class children sent to the poor houses, beautifully crafted." - Diane Reay, Subjectivity "This is a penetrating, moving and deeply sobering genealogical account of how some of the most vulnerable children in society have been categorised, treated and ultimately excluded from education in the UK, but specifically in England and Wales... This is a book, for educational scholars of every hue and one that we should ask every beginning teacher to read." - EITNFor more information:https://goo.gl/pBRbt5ix, 195 p.; 23 c

Changing the Subject: Psychology, Social Regulation and Subjectivity

Changing the Subject is a classic critique of traditional psychology in which the foundations of critical and feminist psychology are laid down. Pioneering and foundational, it is still the groundbreaking text crucial to furthering the new psychology in both teaching and research. Now reissued with a new foreword describing the changes which have taken place over the last few years, Changing the Subject will continue to have a significant impact on thinking about psychology and social theory