Alterities of global citizenship: education, human rights, and everyday bordering

Assumptions abound regarding societal embetterment at the heart of global interconnections and the distributions of knowledge through international educational organisations and structures worldwide (Swanson, 2013; 2015). In schools and higher education institutions internationally, the cultivation of global citizenship in students has been at the centre of policy discourses at both institutional and curricular levels. Premised on a hegemonic neoliberal assumption that higher education needs to be "responsive to the requirements and challenges related to the globalization of societies, economy and labour markets" (Kalvemark and Van der Wende, 1997), global citizenship as operationalised within policy and curricular discourses purports to enable students to "compete successfully in an increasingly cosmopolitan world of work by expanding their intercultural and cross-cultural competency" (Haigh, 2014, p.13). Student mobility is one such mechanism that is reputed to enable students to participate in a global knowledge economy by affording them opportunities to establish global connections (Andrade, 2006, Bartram, 2008, Sherry et al., 2008). Yet, in locating the discussion on global citizenship within a broader context of the "securitization" of immigration (Aas, 2011; Huysmans, 2006), crimmigration (Stumpf, 2006), "new mobilities2 (Sheller and Urry, 2006) and the ensuing drive to delegitimise the mobility of others, variously constituted as "the refugee, the asylum seeker, the illegal immigrant, or the non-citizen, a darker underbelly of the neoliberal strand of global citizenship is revealed. Tracing its under-acknowledged meanings, this article seeks to open a theoretical space to trouble this notion of global citizenship in respect of some appropriations and applications. The arguments herein seek to recast the dominant view of global citizenship in relational terms by problematising “the margins or point of contact" (Isin, 2002, p.3) between the global citizen and its alterity. Within the operation of relationality, it renders visible the state violence inherent, yet hidden, in this space. It foregrounds sites of violence enacted through an "immobile infrastructure" of bordering, and an extant social, political and legal context that legitimises practices such as criminalisation, securitisation, detention, deportation and banishment of the alterities of the global citizen. These bordering ideologies traverse sites and bodies, and become foundational to states of containment as well as everyday life in every sphere. It is asserted, as a consequence, that new political philosophy requires being countenanced around the figure of the refugee rather than the global citizen

Nation state, popul(ar)ism, and discourses of global citizenship: examples from Scotland’s Curriculum for Excellence

Through a critical examination of Scottish curricular policies and practices, this chapter addresses the ways in which nationalist popul(ar)ism assembles a range of identities, discourses and representations of the Scottish nation. It argues that the appropriation of global citizenship as articulated in such national policy frameworks as the Scottish national curriculum, Curriculum for Excellence (CfE), acts to hide its agency as producing ‘global citizenship’ as a complex site of discursive power that seeks to serve the hubris and intentions of nationalist discourses. By way of exemplification, a first section critically speaks to the ways in which these sentiments can be found within the Scottish Higher English curriculum, and the power of effect this holds symbolically in the discursive construction of the Scottish citizen. Working heuristically from Arnott and Ozga’s (2016) view that in its attempt to mobilise some of the resources of nationalist sentiment, the Scottish Government deploystwo interrelated discourses: The first one is an economy-driven, outward referencing discourse that aims to position Scotland as a key player in the global economy; the second master discourse, is inwardly referencing and promotes the nation to itself. An examination of this inwardly referencing discourse reveals the cultural postering, narratives and tropes that undergird the political project of Scottish nationhood. The second section supports the first by providing a critical discursive analysis of global citizenship policy and curricular intentions. It articulates how these are taken up in ways that centralise Scottish nationhood and the framing of youth identities within these nationalist global citizenship discourses, also alluding to the effects of power in such discursive manoeuvrings. In articulating the above concerns, this chapter seeks to reveal concomitant relationships between the reactions to expanding neoliberal institutional governance borne out by the rise of Alt-right fascism and Trumpianism, and nationalist popul(ar)isms, elements of which can be found embedded within educational institutions and mandates, such as those ofglobal citizenship education and curricula

Discussion of "Riverbed degradation below large capacity reservoirs"

CER58-9.Includes bibliographical references.Proc. paper 788

Global Citizenship Education / Learning for Sustainability: tensions, 'flaws', and contradictions as critical moments of possibility and radical hope in educating for alternative futures

Global citizenship’ entered public parlance prominently during heightened globalisation. To be a citizen of this new globalised, interconnected world was to be a subject of capital. Like Janus, a subject of this neoliberal world order was to be both an inwardly-gazing subject of the nation state, and simultaneously an outwardly-gazing subject of global capital. The term, global citizenship (GC), carries the inherent contradiction of Janus, being a juridical contradiction. It looks both inwards and outwards and carries borders as shadows. Viewing contradiction at the heart of GC as a ‘productive tension’, rather than ‘flaw’, by way of an entry into Global Citizenship Education (GCE), and by implication Learning for Sustainability (LfS), may offer the necessary vector in prizing open new windows to hopeful, alternative futures. The difficult task of doing so should not be sidestepped in the shift from GCE to LfS, as exemplified in Scotland’s national curriculum, Curriculum for Excellence (CfE), a shift also resonating in other global/local educational contexts. Recognition of the various ‘distancing strategies’ deployed within GCE and LfS discourses, and revealing the ambiguities, tensions and contradictions inherent in such discursive manoeuvrings, is critical in overcoming GCE and LfS’s overdetermination as instruments of state social, national and economic ambitions. The implications for education and our socio-ecological futures of the critical embrace of contradiction and ambiguity at the heart of GC needs considered attention toward the imperative of mobilising Critical GCE (CGCE) to enact possibilities of radically hopeful futures

Surgical treatment of displaced intra-articular calcaneal fracture using a single small lateral approach

The objective of this study was to evaluate the outcome of semi-open reduction and minimal internal fixation through a single small lateral approach as a minimally invasive technique for treatment of displaced intra-articular calcaneal fractures. This prospective study was conducted on eighteen patients (16 men and 2 women). The average age was 37.7 (22–55). The most common cause of injury was a fall from height in fourteen patients. Patients were operated on within a mean time of 4.8 days of admission (1–11 days) and were followed up for an average period of 24.1 months (6–39 months). Patients were evaluated clinically using the Creighton-Nebraska Heath Foundation Assessment score of Crosby and Fitzgibbons (J Bone Joint Surg (Am) 72-A:852–859, 1990). The scoring system proposed by Knirk and Jupiter was used for radiological assessment of the posterior subtalar joint (Knirk and Jupiter in J Bone Joint Surg (Am) 68-A: 647–659, 1986). The skin incision healed in all cases without necrosis, infection, or sural nerve injury. All fractures healed after an average of 8 weeks (7–10 weeks), and patients returned to the routine daily activities after an average time of 4.3 months (3–7 months). In conclusion, semi-open reduction and minimal internal fixation through a small lateral approach is an effective treatment for carefully selected cases of displaced intra-articular calcaneal fractures

Sexual behaviour of pregnant women attending antenatal care clinic at Assiut Women's Health Hospital, Egypt

Background: The aim of the current study was to describe the knowledge, attitudes, beliefs and behavior of pregnant women regarding sexuality during pregnancy. Study was carried out at Women’s Health Hospital, Assiut University, Egypt.Methods: A cross-sectional study included pregnant women at different gestational ages between December 2016 and Jun 2017 recruited consecutively at the antenatal outpatient clinic of women’s Health Hospital at Assiut University. We used the Arabic version of the Female Sexual Function Index (Ar-FSFI) in the interview to evaluate the sexual functions or problems during the last month. The cut-off score used to indicate sexual dysfunction was 28.1. The obtained data were analyzed by means of SPSS software (version 22.0) and p<0.05 was taken as the significant level.Results: The study included 140 pregnant women at different ages and trimesters and also at different socio-economic states. Concerning the level of knowledge, the classification in recorded a mean score =11.91±4.05 which revealed a level of knowledge below average. Regarding the extent of beliefs in relation to sexuality during pregnancy, the mean score=2.72 of the respondents’ beliefs means that the impact of the beliefs regarding sexuality during pregnancy was weak among respondents. On assessing their perceptions about sexual intercourse during pregnancy, majority of them [130 (93.1%)] felt that sex have no negative impacts on pregnancy while 10 (6.9%) opined that sex during pregnancy had negative effects. Perceived negative effects of sex during pregnancy included vaginal bleeding and miscarriage.Conclusions: The low rate of sexual activity in our study, regardless question about the taboo of sexual intercourse during pregnancy, could be related to a cultural background in which women avoid speaking about their desires and sexual needs

One-Year Results of Simultaneous Topography-Guided Photorefractive Keratectomy and Corneal Collagen Cross-Linking in Keratoconus Utilizing a Modern Ablation Software

Purpose. To evaluate effectiveness of simultaneous topography-guided photorefractive keratectomy and corneal collagen cross-linking in mild and moderate keratoconus. Methods. Prospective nonrandomized interventional study including 20 eyes of 14 patients with grade 1-2 keratoconus that underwent topography-guided PRK using a Custom Ablation Transition Zone (CATz) profile with 0.02% MMC application immediately followed by standard 3 mw/cm2 UVA collagen cross-linking. Maximum ablation depth did not exceed 58 μm. Follow-up period: 12 months. Results. Progressive statistically significant improvement of UCVA from 0.83±0.37 logMAR preoperative, reaching 0.25±0.26 logMAR at 12 months (P<0.001). Preoperative BCVA (0.27±0.31 logMAR) showed a progressive improvement reaching 0.08±0.12 logMAR at 12 months (P=0.02). Mean Kmax reduced from 48.9±2.8 to 45.4±3.1 D at 12 months (P<0.001), mean Kmin reduced from 45.9±2.8 D to 44.1±3.2 D at 12 months (P<0.003), mean keratometric asymmetry reduced from 3.01±2.03 D to 1.25±1.2 D at 12 months (P<0.001). The safety index was 1.39 at 12 months and efficacy index 0.97 at 12 months. Conclusion. Combined topography-guided PRK and corneal collagen cross-linking are a safe and effective option in the management of mild and moderate keratoconus. Precis. To our knowledge, this is the first published study on the use of the CATz ablation system on the Nidek Quest excimer laser platform combined with conventional cross-linking in the management of mild keratoconus

Series resistance effect on the output parameters of buried emitter silicon solar cells

A realistic distributed equivalent circuit for the buried emitter silicon solar cell is presented taking into consideration the carriers paths through the planar and vertical junctions. In addition, a new theoretical model for the cell characteristics including the cell's mismatching, series resistance, different junctions (planar and vertical) and junctions geometry is considered in this work. The results are compared with the published data