Abstract This article builds from scholarship in Environmental Education Research (EER) and Critical Global Citizenship Education calling for more explicit attention to how teaching global issues is embedded in the colonial matrix of power. We also consider the extent to which recent calls in EER for explicit attention to coloniality connect to discussions about posthuman thinking through a shared critical reading of modernity. We argue that ethical approaches to global issues, and pedagogical processes and practices that would contribute to them, are possible only if we recognize the relations of power that have shaped history and engage with critical modes of inquiry. Furthermore, we argue for the need to engage deeply with and confront historical patterns in concrete pedagogical practices in order to interrupt our own epistemic, political, ethical, and strategic place and categories. Finally, we will draw upon an example from our classroom-based research to consider how our findings relate to what is being called for in the critical scholarship of praxis, as informed by empirical studies.

中文翻译：

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将北欧课堂中的全球问题脱钩

摘要 本文建立在环境教育研究 (EER) 和批判性全球公民教育的学术研究之上，呼吁更明确地关注教授全球问题如何嵌入权力的殖民矩阵中。我们还考虑了最近在 EER 中明确关注殖民性的呼吁在多大程度上通过对现代性的共同批判性阅读与关于后人类思维的讨论联系起来。我们认为，只有当我们认识到塑造历史并参与批判性探究模式的权力关系时，对全球问题的伦理方法以及对这些问题有贡献的教学过程和实践才有可能。此外，我们主张需要在具体的教学实践中深入参与和直面历史模式，以打断我们自己的认知、政治、道德和战略位置和类别。最后，我们将利用基于课堂的研究中的一个例子来考虑我们的发现与实证研究中所要求的实践研究中所要求的内容有何关系。