Full Description
Curriculum of Global Migration and Transnationalism seeks to address the question: "What is the curriculum of global/transnational migration?". The authors in this collection explore the multifaceted implications of movement for curriculum, teaching and learning, teacher education, cultural practice, as well as educational research and policy.
In this book, the authors consider the following, among other questions: is the current experience of global/transnational mobility and/or migration really a new phenomenon, or is it an extension of existing processes and dynamics (e.g. colonialism, capitalism, imperialism)? What does global/transnational mobility imply for schools and other educational institutions and processes as spatially located entities? What approaches to curriculum are needed in the constantly shifting context of global movement? How are the "global" and "local" re-imagined through the experiences of mobility and migration?
This book was originally published as a special issue of Curriculum Inquiry.
Contents
Introduction: Shifting borders and sinking ships: What (and who) is transnationalism "good" for?
1. Refugee education: Education for an unknowable future
2. Critical transnational curriculum for immigrant and refugee students
3. Immigration and emigration: Canadian and Mexican youth making sense of a globalized conflict
4. Theorizing the spatial dimensions and pedagogical implications of transnationalism
5. The ink of citizenship
6. Toward an awareness of the "colonial present" in education: Focusing on interdependence and inequity in the context of global migration
7. Revisioning curriculum in the age of transnational mobility: Towards a transnational and transcultural framework
8. "We are here because you were there": On curriculum, empire, and global migration
9. Arab Spring, Favelas, borders, and the artistic transnational migration: toward a curriculum for a Global Hip-Hop Nation
10. Emotions in the curriculum of migrant and refugee students
11. Global mobilities and the possibilities of a cosmopolitan curriculum
Afterword: provisional pedagogies toward imagining global mobilities otherwise
