Healing and transforming our patterns of thinking. This includes deepening analyses of historical and systemic forms of violence and critically examining the various assumptions, desires, and complicities in harm. Cognitive justice involves thinking in multiple layers that acknowledges the tensions and paradoxes at the intersection of different histories, contexts, and worldviews. Disinvestments from the harmful desires for universal, totalizing knowledge, superiority, certainty, and control may be considered as pre-conditions for developing cognitive justice. The struggle for cognitive justice also compels a need for making space for the unknown and the unknowable that is not possible without relinquishing the arrogance of universal reason and without responding in generative ways to teachings that challenge one’s self-image and knowledge of the world.
Published in Chapter:
Global Citizenship Education and Sustainability Otherwise
Rene Suša (The University of British Columbia, Canada), Vanessa Andreotti (The University of British Columbia, Canada), Sharon Stein (The University of British Columbia, Canada), Cash Ahenakew (The University of British Columbia, Canada), Tereza Čajkova (The University of British Columbia, Canada), Dino Kuperman Siwek (Terra Adentro, Brazil), Camilla Cardoso (Terra Adentro, Brazil), and Ninawa Huni Kui (Federation of the Huni Kui Indigenous People, Brazil)
Copyright: © 2021
|Pages: 23
DOI: 10.4018/978-1-7998-4402-0.ch001
Abstract
This chapter presents a selection of theoretical and pedagogical frameworks for global citizenship education (GCE) otherwise of the “Gesturing Towards Decolonial Futures” (GTDF) collective. The authors discuss the challenges of addressing the depth and complexity of existing global challenges, in particular as they relate to the questions of (un)sustainability and inherent systemic violence and injustices of modern societies. They begin by introducing the basic premises that guide the work of the GTDF collective and then proceed to map different (soft, critical, and beyond reform) approaches to GCE. The chapter also introduces the pedagogical metaphors/cartographies of the “House of Modernity,” the “Bus,” and the “In Earth's CARE” pedagogical framework and provides links and references to other pedagogical experiments, developed by the collective.