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3. Interkulturelle und International Vergleichende Erziehungswissenschaft, Sektion 3, Kommission Vergleichende und Internationale Erziehungswissenschaft, qualitativ, quantitativ, theoretisch, Englisch
De/bordering education in polarizing times: sociological, comparative, and pedagogical perspectives on global citizenship and cosmopolitan identities
Chair(s): Prof. Dr. Sabine Hornberg (TU Dortmund), Dr. Simona Szakács-Behling (Georg-Eckert-Institut – Leibniz-Institut für internationale Schulbuchforschung, Deutschland)
Borders are both dissolving and being re-built in novel alignments that challenge the nation-state as default frame of reference for social action. The decoupling of 'the national' from 'the state' manifests in the educational realm in manifold ways, opening up transnational spaces where boundaries between private/public, state/non-state, home/abroad become blurred. Are education for global citizenship and new cosmopolitan identities the answer or the catalyst for societal polarization in the context of multiple de/borderings of education? In this symposium we address this question and its broader societal and research implications. The contributions span different continents and educational contexts (schools, universities) and mobilize interdisciplinary perspectives (sociology, comparative education, pedagogy) thus enabling innovative dialogue between theoretical insights that hardly ever speak to each other (neoinstitutionalism, Luhmanian theory, cosmopolitanism, transnationalism).
Beiträge des Panels
Between World Society and World Community. Global Citizenship Education as pedagogical chance to deal with the Great Transition
Prof. Dr. Gregor Lang-Wojtasik Pädagogische Hochschule Weingarten
Climate Catastrophe, wars, migration, poverty etc. are visible phenomenon of the Great Transition taking place within the late modern age (Spätmoderne) and beyond nation-states (Lang-Wojtasik, 2021). Transformation seems to be necessary based on sustainability, justice, non-violence and partnership. These are normative orientations on global level to deal with these challenges in respect of human dignity and democracy. World society and world community encompass an implicit unity of difference between abstract communicative offers and concrete interactions. What can we learn from these meta-theoretical perspectives for the description of education and didactics within school to deal with the challenge of Knowledge and Action? (Lang-Wojtasik & Oza, 2020/fc.) What are common options within concepts like Education for Sustainability, Global Learning, Peace Education, Human Rights or Intercultural Education, encompassed as Global Citizenship Education?
The Reach and Limits of Global Citizenship
Prof. Dr. Yasemin Soysal1, Prof. Dr. Héctor Cebolla-Boado2 1Wissenschaftszentrum Berlin für Sozialforschung (WZB), 2Senior Scientist at the National Research Council-CSIC (Madrid, Spain)
The post-war liberal world order, and its neoliberal transformations since the 1990s, supported a citizenship model that envisions agentic, rights-bearing and globally oriented cosmopolitan individuals. This model unfolded and became standardized through a number of interacting dynamics including national and transnational courts (e.g. the European Court of Justice), instruments of international organizations (e.g. the International Conventions on Human Rights, the UN’s Human Development Index), and the expansion of education worldwide and a network of expertise around it. Using a multi-sided, representative survey, we analyze the reach and limits of this citizenship model among higher education students. The survey countries (UK, Germany, Japan, and China) span liberal/non-liberal political spectrum on the one hand, and individualist/collectivist cultural spectrum on the other, and thus provide a good basis for comparative analysis. Higher education is particularly pertinent context as it is a highly transnationalized and competitive field, and subject to isomorphic tendencies around global imaginations and international aspirations.
Expanded Education and Global Integration: Solidarity and Conflict
Prof. Dr. David John Frank1, Prof. Dr. John W. Meyer2 1University of California, Irvine, 2Stanford University
The dramatic expansion and rising social significance of education integrates the world’s populations and elites under a common ontological frame and on the basis of common human identities rooted in educational status and cultural content. Education-based integration driven, inter-alia, by universities (Frank & Meyer 2007), supports institutions of solidarity – large-scale organizational structures in national and global societies, and common cognitive and normative cultural materials. It also creates expanded grounds for conflict in the context of growing nationalism, authoritarianism, and illiberalism (Frank & Meyer 2020). In this presentation, we review the matter.
Dr. Simona Szakács-Behling1, Prof. Dr. Sabine Hornberg2 1Georg-Eckert-Institut – Leibniz-Institut für internationale Schulbuchforschung, Deutschland, 2TU Dortmund
Transnationalism, transmigration, and transnational developments have become buzzwords in different academic fields such as sociology, history and education. The growing interest in these phenomena is however accompanied by a lack of terminological clarity, with confusions often made between terms such as internationalization, transnationalization, and globalization. In this presentation we disentangle this field and propose conceptual and methodological ways forward. First, we provide clarifications to the “transnational” hype by distinguishing key understandings of relevant terms. We focus on the concept “transnational educational spaces” (Adick 2005; Hornberg 2010, 2021) which originally combined three separate areas of interest in view of processes of Ent|grenz|ungen in education: socialization in transnational spaces, transnational convergences in education, and transnational education. Drawing together approaches from ethnography (Glick Schiller et al. 1992), transnational studies (Levitt & Khagram 2008), the sociology of migration (Faist 2000; Pries 2001), and sociology of organizations (Bromley & Meyer 2005), we argue that a fourth lens is necessary for “transnational educational spaces” to be made empirically useful at the hitherto often neglected micro level of organizations (schools), particularly in what the ideatic and discursive dimensions are concerned. We end with an illustration from a qualitative study of state schools as agents of transnationalization.