Afterword: provisional pedagogies toward imagining global mobilities otherwise

ABSTRACT

In this afterword we bring insights from the special issue into conversation with the ongoing educational challenges of imagining the world differently. To do so, we consider how global mobilities are conceptualized and materialized within three “pillars” of the architecture of modern existence: the nation-state, global capital, and Eurocentric humanism. We consider how each of these pillars stands dependent upon racial and colonial expropriation, exploitation, and subjugation, and in response we propose a provisional pedagogy that would: interrupt and make visible the role of violence in producing contemporary existence (including global mobilities); ask how we might enact transformative modes of redress for the harms produced by this architecture; and facilitate the imagining of and experimentation with alternative possibilities of existence.

KEYWORDS:

• Global education
• pedagogy
• mobility
• colonization
• racialization
• capitalism
• nationalism

Acknowledgments

The authors would like to thank the editorial team of Curriculum Inquiry, in particular editorial assistant Gabrielle de Montmollin, for their assistance throughout the publication process.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. We borrow the term “im/migrant” from Abu El-Haj and Skilton, who in turn borrow it from Arzubiaga, Nogeuron, and Sullivan, as a means to “denote the variety of people included in the category of immigrant (for example, immigrant, transnational migrant, and refugee).”

Additional information

Notes on contributors

Sharon Stein

Sharon Stein is a PhD candidate in Educational Studies at the University of British Columbia. Her research critically examines the social foundations of higher education, with particular emphasis on divergent imaginaries of global justice and social change. Her work has been published in Critical Studies in Education, Comparative Education Review, and Decolonization: Indigeneity, Education & Society.

Email: [email protected]

Vanessa de Oliveira Andreotti

Vanessa Andreotti is a Canada Research Chair in Race, Inequalities and Global Change at the University of British Columbia. Her scholarship focuses on analyses of historical and systemic patterns of reproduction of inequalities and how these limit or enable possibilities for collective existence and global change (especially in educational contexts). In addition to her book, Actionable Postcolonial Theory in Education, she has published dozens of articles and book chapters, including recent work in Educational Studies, AlterNative: An International Journal of Indigenous Peoples, Critical Studies in Education, and Environmental Education Research.

Email: [email protected]