ABSTRACT

Understanding global perspectives and international cultures is important because of increasing global mobility, digital connections, and national chauvinism. As students engage with diverse others in schools and online, they need global, critical, and ethical understandings of language, literacy, and culture. From a critical cosmopolitan lens, language and literacy educators guide students to develop a cosmopolitan worldview; dismantle hierarchies through reading, writing, and thinking; and take action for justice worldwide. The purpose of this article is to converge cosmopolitanism, critical pedagogy, and teacher perceptions to construct a framework for teaching critical cosmopolitan literacies. The findings suggest five dimensions of critical cosmopolitan literacies: proximal stance, reflexive stance, reciprocal stance, responsive stance, and praxis. Overall, participants held positive views of infusing cosmopolitan dispositions and global perspectives in their classrooms and reported success with integrating global literature, structuring discussions to promote empathy, and implementing inquiry to connect local and global issues.

摘要

由于全球流动性、数字联系和国家沙文主义的增加，了解全球视角和国际文化非常重要。当学生在学校和网上与不同的人互动时，他们需要对语言、读写能力和文化有全球性、批判性和道德性的理解。从批判性的世界主义视角，语言和识字教育者引导学生发展世界主义的世界观；通过阅读、写作和思考来打破等级制度；并为全世界的正义采取行动。本文的目的是融合世界主义、批判性教育学和教师观念，构建一个教授批判性世界主义素养的框架。研究结果提出了批判性世界主义素养的五个维度：近端立场、反身立场、互惠立场、响应立场、和实践。总体而言，参与者对在课堂上注入国际化倾向和全球视角持积极态度，并报告在整合全球文学、组织讨论以促进同理心以及实施探究以连接当地和全球问题方面取得了成功。