The Who and the What of Educational Cosmopolitanism

Research output: Contribution to journalArticle

7 Citations (Scopus)

Abstract

In the educational strand of cosmopolitanism, much attention has been placed on theorizing and describing who is cosmopolitan. It has been argued that cosmopolitan sensibilities negotiate and/or embody such paradoxes as rootedness and rootlessness, local and global concerns, private and public identities. Concurrently, cosmopolitanism has also been formulated as a globally-minded project for and ethico-political responsibility to human rights and global justice. Such articulations underscore cosmopolitanism in anthropocentric terms. People can be cosmopolitan and cosmopolitan projects aim to cultivate cosmopolitan subjectivities. What is striking about scholarship in educational cosmopolitanism is its lack of serious attention placed on the greatest global threat facing not only but largely created by human beings: environmental degradation. In this paper, I provide an overview of key texts written on the who in educational cosmopolitanism which helps lay the groundwork for an analysis of what is cosmopolitan. Regarding the what, I examine a range of boundary-defying emergencies described in cosmopolitan terms including climate change, radioactive poisoning of the planet, and bioinvasion. In the last analysis, I consider what it would take and what the possibilities are for our species to be truly committed to caring not only for the human world.

Original languageEnglish (US)
Pages (from-to)423-440
Number of pages18
JournalStudies in Philosophy and Education
Volume34
Issue number4
DOIs
StatePublished - Jul 13 2015

Fingerprint

cosmopolitanism
environmental damage
subjectivity
human rights
climate change
justice
Education
Cosmopolitanism
threat
responsibility
human being
lack

All Science Journal Classification (ASJC) codes

  • Education
  • Philosophy

Cite this

@article{d968cc76ab69485b96a936b1505732f8,
title = "The Who and the What of Educational Cosmopolitanism",
abstract = "In the educational strand of cosmopolitanism, much attention has been placed on theorizing and describing who is cosmopolitan. It has been argued that cosmopolitan sensibilities negotiate and/or embody such paradoxes as rootedness and rootlessness, local and global concerns, private and public identities. Concurrently, cosmopolitanism has also been formulated as a globally-minded project for and ethico-political responsibility to human rights and global justice. Such articulations underscore cosmopolitanism in anthropocentric terms. People can be cosmopolitan and cosmopolitan projects aim to cultivate cosmopolitan subjectivities. What is striking about scholarship in educational cosmopolitanism is its lack of serious attention placed on the greatest global threat facing not only but largely created by human beings: environmental degradation. In this paper, I provide an overview of key texts written on the who in educational cosmopolitanism which helps lay the groundwork for an analysis of what is cosmopolitan. Regarding the what, I examine a range of boundary-defying emergencies described in cosmopolitan terms including climate change, radioactive poisoning of the planet, and bioinvasion. In the last analysis, I consider what it would take and what the possibilities are for our species to be truly committed to caring not only for the human world.",
author = "Spector, {Hannah Marie}",
year = "2015",
month = "7",
day = "13",
doi = "10.1007/s11217-014-9441-4",
language = "English (US)",
volume = "34",
pages = "423--440",
journal = "Studies in Philosophy and Education",
issn = "0039-3746",
publisher = "Springer Netherlands",
number = "4",

}

The Who and the What of Educational Cosmopolitanism. / Spector, Hannah Marie.

In: Studies in Philosophy and Education, Vol. 34, No. 4, 13.07.2015, p. 423-440.

Research output: Contribution to journalArticle

TY - JOUR

T1 - The Who and the What of Educational Cosmopolitanism

AU - Spector, Hannah Marie

PY - 2015/7/13

Y1 - 2015/7/13

N2 - In the educational strand of cosmopolitanism, much attention has been placed on theorizing and describing who is cosmopolitan. It has been argued that cosmopolitan sensibilities negotiate and/or embody such paradoxes as rootedness and rootlessness, local and global concerns, private and public identities. Concurrently, cosmopolitanism has also been formulated as a globally-minded project for and ethico-political responsibility to human rights and global justice. Such articulations underscore cosmopolitanism in anthropocentric terms. People can be cosmopolitan and cosmopolitan projects aim to cultivate cosmopolitan subjectivities. What is striking about scholarship in educational cosmopolitanism is its lack of serious attention placed on the greatest global threat facing not only but largely created by human beings: environmental degradation. In this paper, I provide an overview of key texts written on the who in educational cosmopolitanism which helps lay the groundwork for an analysis of what is cosmopolitan. Regarding the what, I examine a range of boundary-defying emergencies described in cosmopolitan terms including climate change, radioactive poisoning of the planet, and bioinvasion. In the last analysis, I consider what it would take and what the possibilities are for our species to be truly committed to caring not only for the human world.

AB - In the educational strand of cosmopolitanism, much attention has been placed on theorizing and describing who is cosmopolitan. It has been argued that cosmopolitan sensibilities negotiate and/or embody such paradoxes as rootedness and rootlessness, local and global concerns, private and public identities. Concurrently, cosmopolitanism has also been formulated as a globally-minded project for and ethico-political responsibility to human rights and global justice. Such articulations underscore cosmopolitanism in anthropocentric terms. People can be cosmopolitan and cosmopolitan projects aim to cultivate cosmopolitan subjectivities. What is striking about scholarship in educational cosmopolitanism is its lack of serious attention placed on the greatest global threat facing not only but largely created by human beings: environmental degradation. In this paper, I provide an overview of key texts written on the who in educational cosmopolitanism which helps lay the groundwork for an analysis of what is cosmopolitan. Regarding the what, I examine a range of boundary-defying emergencies described in cosmopolitan terms including climate change, radioactive poisoning of the planet, and bioinvasion. In the last analysis, I consider what it would take and what the possibilities are for our species to be truly committed to caring not only for the human world.

UR - http://www.scopus.com/inward/record.url?scp=84931272925&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84931272925&partnerID=8YFLogxK

U2 - 10.1007/s11217-014-9441-4

DO - 10.1007/s11217-014-9441-4

M3 - Article

AN - SCOPUS:84931272925

VL - 34

SP - 423

EP - 440

JO - Studies in Philosophy and Education

JF - Studies in Philosophy and Education

SN - 0039-3746

IS - 4

ER -