The past decade has witnessed the rise of ethno-nationalist sentiments around the world, around the claims that globalization is an ideology that has undermined the sovereignty of nation-states and created conditions that have produced wide-ranging social inequalities. And yet there seems little prospect of turning back from the facts of global interconnectivity. In this paper, I suggest that it is in this contradictory space that the work of educators is now located. Such a space has given rise to a range of perplexing ethical challenges that are not only political but also pedagogic. Politically, these challenges relate to the need to forge ethical communities that can generate collective action in the face of growing levels of global interconnectivity, on the one hand, and the popular appeal of nationalism, on the other. Pedagogically, these challenges demand approaches that assist students to make a better sense of the contradictory world in which they now live and learn, and develop a practice of ethics that foregrounds difference, complexity, contingency and uncertainty.

中文翻译：

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全球互联互通及其在教育方面的道德挑战

过去十年见证了世界各地民族民族主义情绪的兴起，人们声称全球化是一种意识形态，破坏了民族国家的主权，并创造了造成广泛社会不平等的条件。然而，似乎没有什么可能从全球互联互通的事实中退缩。在本文中，我建议教育者的工作就是在这个矛盾的空间中进行的。这样的空间引发了一系列令人困惑的道德挑战，不仅是政治上的，而且是教学上的。从政治上讲，这些挑战涉及建立道德社区的必要性，这些社区一方面可以面对全球互联互通水平的提高，另一方面可以应对民族主义的普遍吸引力。在教学上，