Education for Cosmopolitan Education for Cosmopolitan Citizenship: utopian ideal or Citizenship: utopian ideal or

rights-based realism? rights-based realism? National Educational Association and National National Educational Association and National Union of Teachers project: Magna Carta as a Union of Teachers project: Magna Carta as a

reference pointreference point

15-16 April 200815-16 April 2008

Audrey OslerAudrey OslerCentre for Citizenship and Human Rights Centre for Citizenship and Human Rights

EducationEducation

University of Leeds, UKUniversity of Leeds, UKA.H.Osler@leeds.ac.ukwww.leeds.ac.uk/cchre

Zola High School, Khayelitsha: Zola High School, Khayelitsha: learning from learnerslearning from learners

‘‘You must see this film. It is You must see this film. It is about our lives.’about our lives.’

Scenes from Scenes from YesterdayYesterday

Britishness, British values and Britishness, British values and the teaching of historythe teaching of history

Britishness and British Britishness and British valuesvalues

‘‘liberty, responsibility, fairness’ liberty, responsibility, fairness’ Gordon BrownGordon Brown ‘‘belief in democracy, the rule of law, tolerance, belief in democracy, the rule of law, tolerance,

equal treatment for all’ equal treatment for all’ Tony BlairTony Blair The values… are not exclusively British … they The values… are not exclusively British … they

are the common values reflected in the Charter are the common values reflected in the Charter of the United Nations’ of the United Nations’ Jack StrawJack Straw

Democracy, freedom of speech, equality + Democracy, freedom of speech, equality + common traditions: language, sense of humour common traditions: language, sense of humour Trevor PhillipsTrevor Phillips

British history: the golden British history: the golden thread of libertythread of liberty

1215 King John signs 1215 King John signs Magna Carta at Magna Carta at RunnymedeRunnymede

William of Orange signs Bill William of Orange signs Bill of Rights 1689 of Rights 1689

4 great Reform Acts 4 great Reform Acts (contemporary cartoon 2(contemporary cartoon 2ndnd Reform Act 1867 Reform Act 1867 enfranchisement of male enfranchisement of male householders)householders)

British government British government accountable to the peopleaccountable to the people

America: our nightmare?America: our nightmare?

… … for all of us who care about racial for all of us who care about racial equality and integration, America is equality and integration, America is not our dream, but our nightmare. not our dream, but our nightmare. … There I think the focus is purely … There I think the focus is purely on equal rights for different groups. on equal rights for different groups. Amongst America’s hyphenated Amongst America’s hyphenated identities, the part of their identity identities, the part of their identity that marks them out as different that marks them out as different seems to have become as seems to have become as important, even more important, important, even more important, than the part that binds them than the part that binds them together.together.

Trevor Phillips 2005Trevor Phillips 2005

What does it mean to be an What does it mean to be an American citizen?American citizen?

Let America be America Let America be America AgainAgain

Let America be America again. Let America be America again. Let it be the dream it used to be. Let it be the dream it used to be. Let it be the pioneer on the plain. Let it be the pioneer on the plain.

Seeking a home where he Seeking a home where he himself is free.himself is free.

(America never was America to (America never was America to me.)me.)

Let America be the dream the Let America be the dream the dreamers dreamed….dreamers dreamed….

Outline: education for Outline: education for cosmopolitan citizenship - cosmopolitan citizenship -

utopian ideal or rights-based utopian ideal or rights-based realism? realism? the changing the changing contextcontext of citizenship of citizenship

education education changing changing conceptionsconceptions of citizenship of citizenship

education within a globalized worldeducation within a globalized world cosmopolitanismcosmopolitanism and education for and education for

cosmopolitan citizenshipcosmopolitan citizenship

TheThe cosmopolitancosmopolitan imaginationimagination

conceptualizing the global conceptualizing the global community as cosmopolitan community as cosmopolitan

re-imagining the nation as re-imagining the nation as cosmopolitan and cosmopolitan and

acknowledging this as a strength acknowledging this as a strength learning to recognize, respect and learning to recognize, respect and

value diversity at a local level value diversity at a local level

The changing context of The changing context of citizenship educationcitizenship education

Education for democratic citizenship is at the top Education for democratic citizenship is at the top of policy agendas across the globe of policy agendas across the globe

Globalization Globalization Political climate dominated by discourses of Political climate dominated by discourses of

security, wars on terrorism, search for world security, wars on terrorism, search for world peacepeace

Response to perceived tensions as nation-states Response to perceived tensions as nation-states start to acknowledge diversity start to acknowledge diversity

In Europe many countries are developing In Europe many countries are developing multicultural / intercultural elements to multicultural / intercultural elements to citizenship educationcitizenship education programmes programmes

Globalization and Globalization and nationalismnationalism

Globalization and nationalism as co-existing Globalization and nationalism as co-existing and sometimes conflicting and sometimes conflicting

Shifting challenges as different forms of Shifting challenges as different forms of racism, such as Islamophobia, gain ground racism, such as Islamophobia, gain ground

Intercultural citizenship education needs a Intercultural citizenship education needs a global perspective because nationalist global perspective because nationalist perspectives may engender racist attitudes perspectives may engender racist attitudes and discourses. and discourses.

Education for cosmopolitan citizenship Education for cosmopolitan citizenship providesprovides an alternative to nationalist an alternative to nationalist citizenship educationcitizenship education

Six key contextual factorsSix key contextual factors global injustice and inequality global injustice and inequality globalization and migration globalization and migration concerns about levels of civic and political concerns about levels of civic and political

engagement engagement a perceived youth deficit, expressed as a a perceived youth deficit, expressed as a

double deficit when applied to visible double deficit when applied to visible minorities and migrant communities; minorities and migrant communities;

end of the cold war; end of the cold war; concerns about the growth of anti concerns about the growth of anti

democratic and racist movements democratic and racist movements AND NOW AND NOW securitysecurity

Changing conceptions of Changing conceptions of citizenship educationcitizenship education

Remedy for declining social cohesionRemedy for declining social cohesion European international bodies (Council European international bodies (Council

of Europe/ European Commission) of Europe/ European Commission) advocate advocate multicultural / intercultural multicultural / intercultural education as an essential component education as an essential component of citizenship educationof citizenship education

At national levels a continued emphasis At national levels a continued emphasis on education for on education for nationalnational citizenship citizenship

Intercultural education and Intercultural education and

intercultural evaluationintercultural evaluation

Common emphasis on Common emphasis on separatenessseparateness of of cultures and sensitivity to other cultures and sensitivity to other culturescultures

Common teacher dilemma: respect Common teacher dilemma: respect everything everything ? ?

Intercultural evaluation is a Intercultural evaluation is a critical critical evaluation of culturesevaluation of cultures, including one’s , including one’s ownown

Intercultural evaluation and Intercultural evaluation and human rightshuman rights

Universally agreed principles Universally agreed principles All cultures have strong and weak pointsAll cultures have strong and weak points Cultures are not staticCultures are not static Recognition of both difference and similarityRecognition of both difference and similarity Recognition and analysis of powerRecognition and analysis of power Tensions and conflicts between and within Tensions and conflicts between and within

groupsgroups Provisional assessments subject to further Provisional assessments subject to further

processes of enquiryprocesses of enquiry

CosmopolitanismCosmopolitanism

Enlightenment philosophy: KantEnlightenment philosophy: Kant (1724 – 1804)(1724 – 1804)

Global vision embraces all Global vision embraces all human societieshuman societies

Based on the dignity and Based on the dignity and inherent rights of individuals as inherent rights of individuals as members of a members of a universal universal humanityhumanity

Universal Declaration of Universal Declaration of Human Rights and Human Rights and cosmopolitanismcosmopolitanism

Whereas recognition of the inherent Whereas recognition of the inherent dignitydignity and of the equal and and of the equal and inalienable rights of allinalienable rights of all members of members of the human family is the foundation of the human family is the foundation of freedom, justice and peace in the freedom, justice and peace in the world …world …

(UDHR: preamble, 1948)(UDHR: preamble, 1948)

  

Human rights as universal Human rights as universal standardsstandards

World Conference on Human Rights, World Conference on Human Rights, Vienna 25 June 1993Vienna 25 June 1993

Re-affirms the commitment of 171 Re-affirms the commitment of 171 member states (99% world’s member states (99% world’s population) and NGOs to the population) and NGOs to the Universal Declaration of Human Universal Declaration of Human RightsRights

The cosmopolitan citizenThe cosmopolitan citizen

views herself as a citizen of a views herself as a citizen of a world community based on world community based on common human valuescommon human values

Anderson-Gold (2001:1)Anderson-Gold (2001:1)

Cosmopolitan citizenshipCosmopolitan citizenshipThe cosmopolitan ideal combines a The cosmopolitan ideal combines a commitment to humanist principles commitment to humanist principles and norms, an assumption of human and norms, an assumption of human equality, with a recognition of equality, with a recognition of difference, and indeed a celebration difference, and indeed a celebration of diversityof diversity

(Mary Kaldor, 2003(Mary Kaldor, 2003))

John Dewey (1916): John Dewey (1916): nationalism replaces nationalism replaces

cosmopolitanismcosmopolitanism In Europe the movement for state In Europe the movement for state

education was education was associated with nationalistic associated with nationalistic movements movements

Education became a civic function identified Education became a civic function identified with with building the national state.building the national state.

Cosmopolitanism gave way to nationalism Cosmopolitanism gave way to nationalism and and loyalty to the state rather than humanityloyalty to the state rather than humanity

Education ofEducation of the citizen of the state rather the citizen of the state rather than the than the "man," became the aim of education."man," became the aim of education.

Cosmopolitanism: negotiating Cosmopolitanism: negotiating multiple identities and loyaltiesmultiple identities and loyalties

The principle of each individual The principle of each individual being a citizen of just one nation-being a citizen of just one nation-state no longer corresponds with state no longer corresponds with reality for millions of people who reality for millions of people who move across borders and who move across borders and who belong in various ways in multiple belong in various ways in multiple placesplaces

(Castles, 2004:18)(Castles, 2004:18)

Developing democratic citizens:Developing democratic citizens:building on student identities and experiences building on student identities and experiences

in communitiesin communities

Young people’s identities and placeYoung people’s identities and place[I was] born and bred in Leicester. Parents from India and Africa (Ranjit)

[I was] born in London. I didn’t like London because it was overcrowded and people didn’t care about anyone but themselves and not friendly – just getting on with their own lives. …I like living in Leicester because it’s multicultural. I like the fact that even though we live in Britain our culture is kept alive! There are many different languages taught in Leicester including Gujarati, Punjabi (Asha)

Young people’s identities and Young people’s identities and mobilitymobility

I am from Malawi and I was born in Leicester in the General Hospital. My father and mother are from Malawi and my grandmother is from India. We left Malawi because almost every day people were getting shot in their houses and one of them was my neighbour (Abdul)

I was born in Dominica (the Caribbean) but I came to England when I was only three. First I lived in Highfields with my mum and dad, then they split up an I lived with my dad in Beaumont Leys. Then we moved to Braunstone and I lived there for about seven years (Thabo)

Self-definitions – hybridity, culture Self-definitions – hybridity, culture and religionand religion

I am Hindu, born in Leicester and proud of being a Hindu (Wayne)

I believe in God. I am a Hindu, my language is Gujarati and I like my religion. I HATE people who are RACIST! I don’t have a problem with people who have a different culture than me, I mix with other religions. I am a very strong believer in God (Nadeera)

I’m Asian and my religion is Islam. I live in a multicultural area with Christians, Sikhs, Muslims and Hindus (Najma)

Concepts of communityConcepts of community

I quite like my community where I live because I get a good view of everything. I have very good neighbours – they are very friendly. At the bottom of my street I have a small park and pond. Old people go there for a walk, it’s a small pond. In the summer little kids go there to play.This is St Peter’s Church. I see lots of people go. I see weddings, funerals.This is the big mosque in St Peter’s. Lots of people go there every Friday to pray.The mosque is just behind my house. When it’s a big day, I always go up in the attic to see people and get a very good view (Rehana)

Cosmopolitan democratic Cosmopolitan democratic spacespace

Cosmopolitan citizenship requires Cosmopolitan citizenship requires international joint action to ameliorate international joint action to ameliorate the condition of the most vulnerable the condition of the most vulnerable groups in world society and to ensure groups in world society and to ensure that they can defend their legitimate that they can defend their legitimate interests by interests by participating in effective participating in effective universal communicative frameworksuniversal communicative frameworks. .

(Linklater(Linklater 1998:206). 1998:206).

Cosmopolitanism and Cosmopolitanism and patriotism: a partnershippatriotism: a partnership

I am saying that we have no I am saying that we have no choice but to be cosmopolitans choice but to be cosmopolitans and patriots, which means to and patriots, which means to fight for the kind of patriotism fight for the kind of patriotism that is open to universal that is open to universal solidarities against other, more solidarities against other, more closed kinds closed kinds

(Taylor 1996:121)(Taylor 1996:121)

Education for cosmopolitan Education for cosmopolitan citizenshipcitizenship

Education for cosmopolitan Education for cosmopolitan citizenship …implies a broader citizenship …implies a broader understanding of national identity; it understanding of national identity; it requires recognition that British requires recognition that British identity, for example, may be identity, for example, may be experienced differently by different experienced differently by different people. people.

(Osler and Vincent, 2002: 124)(Osler and Vincent, 2002: 124)

Citizenship education and Citizenship education and national identitynational identity

A citizen’s racial, cultural, A citizen’s racial, cultural, language, and religious language, and religious characteristics often significantly characteristics often significantly influence whether she is viewed influence whether she is viewed as a citizen within her society. as a citizen within her society.

(Banks, 2004: 5)(Banks, 2004: 5)

Dewey and democratic Dewey and democratic dialoguedialogue

In order to have a large number of In order to have a large number of values in common, all the members values in common, all the members of the group must have an equable of the group must have an equable opportunity to receive and to take opportunity to receive and to take from others. There must be a large from others. There must be a large variety of shared undertakings and variety of shared undertakings and experiences.experiences.

(Dewey, [1916] 2002: 97-8)(Dewey, [1916] 2002: 97-8)

Experience and Experience and participationparticipation

Students should be taught Students should be taught knowledge about democracy knowledge about democracy and democratic institutions and and democratic institutions and provided opportunities to provided opportunities to practice democracy.practice democracy.

Banks Banks et alet al. (2005) . (2005) Democracy and Diversity: Democracy and Diversity: principles and concepts for educating citizens in principles and concepts for educating citizens in a global age.a global age.

Citizenship and multiculturalism in Citizenship and multiculturalism in England: some challengesEngland: some challenges

Whose knowledge? Whose knowledge? multicultural education has always slightly worried me rather than education in a multicultural education has always slightly worried me rather than education in a

multicultural contextmulticultural context (Government advisor on citizenship education)(Government advisor on citizenship education)

Problems with language and terminologyProblems with language and terminology Cultural minority became pejorative and multicultural was okay politically as I say in Cultural minority became pejorative and multicultural was okay politically as I say in

the 80s, allowing multicultural but crossing out antiracism. But by the end of the 90s the 80s, allowing multicultural but crossing out antiracism. But by the end of the 90s yes even multicultural had become, oh dear pejorativeyes even multicultural had become, oh dear pejorative

(Academic adviser to Government)(Academic adviser to Government)

I think there’s a nervousness about talking about racism because …I think it can lead I think there’s a nervousness about talking about racism because …I think it can lead to a defensiveness amongst people in the system and I think that has created a to a defensiveness amongst people in the system and I think that has created a nervousness about using the language of racismnervousness about using the language of racism

(Former education minister)(Former education minister)

The word multiculturalism has, again starting in America and Australia too for that The word multiculturalism has, again starting in America and Australia too for that matter, even Canada, has come to be, in some circles, it’s a pretty all purpose swear matter, even Canada, has come to be, in some circles, it’s a pretty all purpose swear word, as it were … negatively loaded.word, as it were … negatively loaded.

(Trainer and former local government inspector)(Trainer and former local government inspector)

Positive initiativesPositive initiatives Education for allEducation for all We have been running …this course …which is about schools, all We have been running …this course …which is about schools, all

white schools tackling issues to do with racism and looking at how white schools tackling issues to do with racism and looking at how schools can tackle these issues.schools can tackle these issues.

Recognizing the cosmopolitan reality: transcending national Recognizing the cosmopolitan reality: transcending national boundariesboundaries

So issues to do with racism are live issues with the different So issues to do with racism are live issues with the different teaching bodies [in Europe] in the former Yugoslavia who have been teaching bodies [in Europe] in the former Yugoslavia who have been part of movements that have been slaughtering each other on the part of movements that have been slaughtering each other on the basis of ethnic differences. So you know within …the last decade basis of ethnic differences. So you know within …the last decade we’ve seen these things happening in Europe. we’ve seen these things happening in Europe.

A new consensus?A new consensus? Multicultural education is educating for a diverse society, Multicultural education is educating for a diverse society,

recognising the diversity of society but also recognising that there recognising the diversity of society but also recognising that there are structural inequalities which need to be addressed in order for are structural inequalities which need to be addressed in order for us to have the kind of equality of treatment … there seems to be us to have the kind of equality of treatment … there seems to be more of a consensus across the party political divide on that kind of more of a consensus across the party political divide on that kind of definition that there would have been, say, thirty years agodefinition that there would have been, say, thirty years ago

Facing challenges and taking Facing challenges and taking risksrisks

It is easy to become cynical It is easy to become cynical about our ability to change about our ability to change systems, about working for systems, about working for peace and justice, about peace and justice, about human rights flouted in so human rights flouted in so many places throughout the many places throughout the world.world.

Archbishop Desmond Tutu Archbishop Desmond Tutu

Education for cosmopolitan Education for cosmopolitan citizenship, human rights and citizenship, human rights and

diversitydiversity Teachers, Human Rights and Diversity: educating citizens in multicultural societiesTrentham, 2005

Changing Citizenship: democracy and inclusion in educationOpen University Press 2005

www.leeds.ac.uk/cchre