ABSTRACT

The world we live in today compels what Ruben Gaztambide-Fernandes describes as ‘intensified encounters with difference’ constituted by contradictory and paradoxical movements. A decolonial approach to constructing global imaginaries centres on reconfiguring human relations in ways that unmask complicity and denial and further healing, justice and solidarity. In this paper, we reflect on the possibilities and challenges for alternative approaches to global citizenship education (GCE) in India through the experience of a thirty-year old educational programme called Avehi-Abacus (AA). The paper begins with an overview of the historical influence of colonial, nationalist and neoliberal discourses on citizenship and citizenship education. We then reflect on specific pedagogical challenges and possibilities in relation to (a) unlearning socio-cultural diversity as deficit and danger, and (b) reimagining ourselves and our relationships with other living beings. The discussion highlights the intrinsic linkages between knowledge, relation and affect in an educational approach which attempts to inculcate alternative understandings of being and becoming a global citizen.

摘要

我们今天生活的世界迫使鲁本·加兹坦比德-费尔南德斯 (Ruben Gaztambide-Fernandes) 描述为由矛盾和自相矛盾的运动构成的“与差异的激烈相遇”。构建全球想象的非殖民主义方法的核心是重新配置人际关系，以揭露共谋和否认并进一步治愈、正义和团结。在本文中，我们通过一项名为 Avehi-Abacus (AA) 的 30 年教育计划的经验，反思了印度全球公民教育 (GCE) 替代方法的可能性和挑战。本文首先概述了殖民主义、民族主义和新自由主义话语对公民身份和公民教育的历史影响。然后，我们反思与 (a) 将社会文化多样性视为缺陷和危险，以及 (b) 重新想象我们自己以及我们与其他生物的关系相关的特定教学挑战和可能性。讨论强调了在教育方法中知识、关系和情感之间的内在联系，该方法试图灌输对成为和成为全球公民的替代理解。