Please find profiles for confirmed panellists for the ANGEL conference 2020 below. More profiles to come once we confirm attendance !
Yusef Waghid. Distinguished professor of philosophy of education, Stellenbosch University, South Africa.
Yusef is the author of several books in particular, Cosmopolitan education and the self (2020, Palgrave-MacMillan, with others), Towards a philosophy of caring in higher education (2019, Palgrave-MacMillan), Rupturing African teaching and learning (2018, Palgrave-MacMillan, with others), and Teaching and learning as a pedagogic pilgrimage (2019, Routledge, with others).
Perspective on conceptualisations of Global Education and Learning: Global education is intertwined with the notion of cosmopolitanism. Therefore, it is an idea of education that opens up thinking and reflexivity of the self in relation to her or his context. This opening up of the self and her context is then brought into conversation with global issues and or perspectives so that a notion of glocalised knowledge is enhanced.
Fazal Rizvi. Professor of Global Studies in Education, University of Melbourne, Australia.
Fazal is also an Emeritus Professor at the University of Illinois at Urbana-Champaign in the United States. He has written extensively on issues of identity and culture in transnational contexts, globalization and education policy and Australia-Asia relations. His most recent books include a co-authored volume, Class Choreographies: Elite Schools and Globalisation (Palgrave 2017) and a co-edited volume, Transnational Perspectives on Democracy, Citizenship, Human Rights and Peace Education (Bloomsbury 2019). Fazal is a Fellow of the Australian Academy of the Social Sciences and a former Editor of the journal, Discourse: Studies in Cultural Politics of Education, as well as a past President of the Australian Association of Research in Education.
Perspective on conceptualisations of Global Education and Learning: The current Corona Virus crisis has highlighted the globally interconnected nature of the world. However the ways in which the idea of global interconnectivity has been theorised in recent decades have varied a great deal. A market oriented understanding of the idea of global interconnectivity has become hegemonic, with many of the policies and programs associated with global learning aligned to this understanding. I will suggest that a broader conceptualisation of global learning is needed, which underlines the importance of cosmopolitan virtues.
Karen Pashby. Reader, Manchester Metropolitan University, UK.
Dr. Karen Pashby is a Reader of Education Studies at Manchester Metropolitan University, adjunct Professor at University of Alberta and docent at University of Helsinki. She earned her PhD at University of Toronto and held two postdoctoral positions (at University of Oulu and University of Alberta). An experienced secondary teacher and teacher educator, her work has sought to take-up critiques that global learning in Global North contexts can reproduce colonial systems of power. Recent research has been funded by the British Academy, Swedish Research Council, and Ministry of Culture and Heritage of Canada.
Perspective on conceptualisations of Global Education and Learning: I have been engaging with theory, research, policy, and practice in global citizenship education for over 15 years. In my contribution to the panel, I’ll consider the importance and challenges of having a plethora of approaches under the ‘umbrella’ of GCE (Jorgenson & Shultz, 2012). I’ll point to the need for some constructive spaces of diversality and pluralism within GCE scholarship/practice. I will also consider where there may be ‘pivot points’ that many be conceptual and theoretical traps with ethical implications for ‘transformative’ work. I may also be able to draw on some insights from recent work with teachers in northern Europe regarding possibilities and challenges of supporting critical approaches that take up the on-going role of coloniality in global issues pedagogy.
Thiago Gehre. Professor, International Relations Institute, University of Brasilia, Brazil.
Thiago Gehre is Coordinator of the Strategic Program UnB 2030: Sustainability and Inclusive Development at UnB. As a teacher and researcher, he focuses mainly on International Relations of Brazil, History of International Relations, Brazilian Foreign Policy, Development Studies, South-South Cooperation, Global Education and Critical Security Studies. He has worked at the Brazilian Presidency of Republic (2012-15), the Federal International Cooperation Advisory; and the National Commission on Population and Development. His current research is on BRICS, Visual Global Politics, and the 2030 Sustainable Development Goals (SDGs).
Perspective on conceptualisations of Global Education and Learning: The main concept we can discuss from a Brazilian perspective is territorialization. It is known that norms emanating from the global scope end up circulating at different levels of territoriality. In this sense, they also bring challenges to universities’ social role. That requires understanding the process of implementing the objectives and goals contained in the 2030 Agenda, as well as their institutionalization in social structures and practices in university daily life. The main question that connects Global Education to the Brazilian experience on implementing the 2030 Agenda is how the SDGs could be framed to change undergraduate disciplines, pedagogical practices, the linkage between research and outreach activities as well as existing public and social policies?
Elina Lehtomäki. Professor of Global Education, University of Oulu, Finland. (PANEL CHAIR)
My research interests include global education and learning, social meaning of education, equity and inclusion in and through education, cross-cultural collaboration, and internationalization in higher education. I chair the University of Oulu multidisciplinary working group on sustainable development, co-chair the Global Education Research in Finland network, participate in the Finnish Ministry of Education and Culture working group on internationalization of higher education, and the Finnish University Partnership for International Development (UniPID). and the advisory board of the international Academic Network on Global Education and Learning (ANGEL).
Last updated: 26.5.2020