Search

Your search keyword '"Sutherland, Ali"' showing total 15 results
Start Over Author "Sutherland, Ali"
15 results on '"Sutherland, Ali"'

1. A Critical Reading of 'The National Youth White Paper on Global Citizenship': What Are Youth Saying and What Is Missing?

Author

Arshad-Ayaz, Adeela, Andreotti, Vanessa, and Sutherland, Ali

Abstract

In the recent "National Youth White Paper on Global Citizenship" (2015), a selection of Canadian youth identified their vision for global citizenship education (GCE). The document articulates the Canadian youths' vision for global citizenship and outlines changes that need to be implemented in order for that vision to be achieved. Drawing on critiques of modernity and of liberal multiculturalism coming from postcolonial, decolonial, and feminist anti-racist scholarship, this article explores how young people imagine their positionalities as Canadian citizens and agents of change in the world. We aim to describe how the White Paper can be used both as a call for deepening critical engagements in education as well as a bridge for discussions of GCE in ways that move conversations into new realms. This paper is divided into four sections. In the first section, we analyse the 2015 White Paper, written collaboratively by Canadian students. It is the first document to focus exclusively on youth perceptions of what action is needed and what problems need to be addressed. We summarize the Canadian youths' articulation and understanding of GCE and identify the major themes addressed. The second section articulates the calls for action that the Canadian youth deem necessary for their vision of global citizenship. As they demand an emphasis on criticality in their formal education, we consider how we can listen to and respond to these calls. The third section presents a critical analysis of the document with a view to paving the way for collaborations to push discussions even further. The fourth section highlights how we can build on the White Paper to move discussions about GCE in new and different directions. We aim to address how the White Paper can be used to further the conversations in ways that explore how the youths' calls for actions can open up the possibilities for critical GCE.

Published
2017

3. Exploring the possibilities of a post-critical approach to student north-south mobility experiences : a case study of a social innovation and community development program in Fortaleza, Brazil

Author

Sutherland, Ali

Abstract

North to South mobility experiences are increasingly offered as components of higher education, be it in the form of international service learning or study abroad. While these experiences are often associated with transformation on the part of the participants, the conceptualizations of what this transformation is or could be are dependent on whether it is undertaken through a traditional, critical or post-critical conceptual approach. This study grows out of an identified lack of well-documented alternatives to the dominant (traditional and critical) approaches to North-South mobility experiences in higher education as well as a frustration with scholarly work that is limited to critique. This thesis explores the possibility of a post-critical approach to educational North to South mobility experiences and how this might foster transformation that shifts how participants of the program relate to themselves, others, and knowledge. This thesis aims to investigate how a post-critical conceptualization, as distinct from a traditional or critical one, might contribute to widened possibilities for the North to South mobility encounter in higher education that could allow for dominant narratives and affective patterns to begin to be disrupted. This research study is an intrinsic case study which included participant observation and in-depth semi-structured interviews with participants of the Social Innovation and Community Development program in Fortaleza, Brazil in 2017. The case is a living example of the tensions and paradoxes inherent in North to South mobility experiences. The findings that emerge illustrate the challenges of articulation and challenges of design involved in implementing an educational North to South mobility experience characterized by a post-critical approach. The analysis showed that participants’ experiences of transformation were very much framed within the scripts that are most dominant and available to them. The case study highlighted challenges of articulation and design of a post-critical approach, but also demonstrated how there continues to be pedagogical potential in these types of encounters to engage with an education that disrupts the persistent narratives and desires that constrain relationships (with self, others and knowledge) in ways that are epistemologically and ontologically limiting.

Published
2018
Full Text
View/download PDF

4. MOBILISING DIFFERENT CONVERSATIONS ABOUT GLOBAL JUSTICE IN EDUCATION: TOWARD ALTERNATIVE FUTURES IN UNCERTAIN TIMES.

Author

Andreotti, Vanessa, Stein, Sharon, Sutherland, Ali, Pashby, Karen, Suša, Rene, and Amsler, Sarah

Subjects
SOCIAL justice, ANTI-globalization movement, REFLEXIVITY
Abstract

In this article we present four social cartographies with the intention to contribute to different conversations about global justice and education. The cartographies aim to invite curiosity, depth, reflexivity, openness, and the expansion of sensibilities as we engage with different analyses and possibilities for global change. We start with a review of HEADS UP, a social cartography that maps recurrent patterns of representation and engagement commonly found in narratives about poverty, wealth, and global change in North-South engagements and local engagements with diverse populations. We then describe the HOUSE, a social cartography that presents one way of diagnosing current crises and their multiple, overlapping dimensions. The third cartography, the TREE, makes a distinction between what is offered by different layers of analyses of social problems in terms of doing, knowing, and being. The last cartography, EarthCARE, is presented as a framework for global justice education, which emphasises the integration and entanglement of different dimensions of justice, including ecological, affective, relational, cognitive, and economic dimensions. The four social cartographies address different dimensions of the challenges of mobilising development and global education in socially complex and politically uncertain times. [ABSTRACT FROM AUTHOR]

Published
2018

6. Mobilising different conversations about global justice in education: toward alternative futures in uncertain times

Author

Andreotti, Vanessa, Stein, Sharon, Sutherland, Ali, Pashby, Karen, Susa, Rene, Amsler, Sarah, Andreotti, Vanessa, Stein, Sharon, Sutherland, Ali, Pashby, Karen, Susa, Rene, and Amsler, Sarah

Abstract

In this article we present four social cartographies with the intention to contribute to different conversations about global justice and education. The cartographies aim to invite curiosity, depth, reflexivity, openness, and the expansion of sensibilities as we engage with different analyses and possibilities for global change. We start with a review of HEADS UP, a social cartography that maps recurrent patterns of representation and engagement commonly found in narratives about poverty, wealth, and global change in North-South engagements and local engagements with diverse populations. We then describe the HOUSE, a social cartography that presents one way of diagnosing current crises and their multiple, overlapping dimensions. The third cartography, the TREE, makes a distinction between what is offered by different layers of analyses of social problems in terms of doing, knowing, and being. The last cartography, EarthCARE, is presented as a framework for global justice education, which emphasises the integration and entanglement of different dimensions of justice, including ecological, affective, relational, cognitive, and economic dimensions. The four social cartographies address different dimensions of the challenges of mobilising development and global education in socially complex and politically uncertain times.

7. Mobilising different conversations about global justice in education: toward alternative futures in uncertain times

Author

Andreotti, Vanessa, Stein, Sharon, Sutherland, Ali, Pashby, Karen, Susa, Rene, Amsler, Sarah, Andreotti, Vanessa, Stein, Sharon, Sutherland, Ali, Pashby, Karen, Susa, Rene, and Amsler, Sarah

Abstract

In this article we present four social cartographies with the intention to contribute to different conversations about global justice and education. The cartographies aim to invite curiosity, depth, reflexivity, openness, and the expansion of sensibilities as we engage with different analyses and possibilities for global change. We start with a review of HEADS UP, a social cartography that maps recurrent patterns of representation and engagement commonly found in narratives about poverty, wealth, and global change in North-South engagements and local engagements with diverse populations. We then describe the HOUSE, a social cartography that presents one way of diagnosing current crises and their multiple, overlapping dimensions. The third cartography, the TREE, makes a distinction between what is offered by different layers of analyses of social problems in terms of doing, knowing, and being. The last cartography, EarthCARE, is presented as a framework for global justice education, which emphasises the integration and entanglement of different dimensions of justice, including ecological, affective, relational, cognitive, and economic dimensions. The four social cartographies address different dimensions of the challenges of mobilising development and global education in socially complex and politically uncertain times.

8. Mobilising different conversations about global justice in education: toward alternative futures in uncertain times

Author

Andreotti, Vanessa, Stein, Sharon, Sutherland, Ali, Pashby, Karen, Susa, Rene, Amsler, Sarah, Andreotti, Vanessa, Stein, Sharon, Sutherland, Ali, Pashby, Karen, Susa, Rene, and Amsler, Sarah

Abstract

In this article we present four social cartographies with the intention to contribute to different conversations about global justice and education. The cartographies aim to invite curiosity, depth, reflexivity, openness, and the expansion of sensibilities as we engage with different analyses and possibilities for global change. We start with a review of HEADS UP, a social cartography that maps recurrent patterns of representation and engagement commonly found in narratives about poverty, wealth, and global change in North-South engagements and local engagements with diverse populations. We then describe the HOUSE, a social cartography that presents one way of diagnosing current crises and their multiple, overlapping dimensions. The third cartography, the TREE, makes a distinction between what is offered by different layers of analyses of social problems in terms of doing, knowing, and being. The last cartography, EarthCARE, is presented as a framework for global justice education, which emphasises the integration and entanglement of different dimensions of justice, including ecological, affective, relational, cognitive, and economic dimensions. The four social cartographies address different dimensions of the challenges of mobilising development and global education in socially complex and politically uncertain times.

9. Mobilising different conversations about global justice in education: toward alternative futures in uncertain times

Author

Andreotti, Vanessa, Stein, Sharon, Sutherland, Ali, Pashby, Karen, Susa, Rene, Amsler, Sarah, Andreotti, Vanessa, Stein, Sharon, Sutherland, Ali, Pashby, Karen, Susa, Rene, and Amsler, Sarah

Abstract

In this article we present four social cartographies with the intention to contribute to different conversations about global justice and education. The cartographies aim to invite curiosity, depth, reflexivity, openness, and the expansion of sensibilities as we engage with different analyses and possibilities for global change. We start with a review of HEADS UP, a social cartography that maps recurrent patterns of representation and engagement commonly found in narratives about poverty, wealth, and global change in North-South engagements and local engagements with diverse populations. We then describe the HOUSE, a social cartography that presents one way of diagnosing current crises and their multiple, overlapping dimensions. The third cartography, the TREE, makes a distinction between what is offered by different layers of analyses of social problems in terms of doing, knowing, and being. The last cartography, EarthCARE, is presented as a framework for global justice education, which emphasises the integration and entanglement of different dimensions of justice, including ecological, affective, relational, cognitive, and economic dimensions. The four social cartographies address different dimensions of the challenges of mobilising development and global education in socially complex and politically uncertain times.

10. Mobilising different conversations about global justice in education: toward alternative futures in uncertain times

Author

Andreotti, Vanessa, Stein, Sharon, Sutherland, Ali, Pashby, Karen, Susa, Rene, Amsler, Sarah, Andreotti, Vanessa, Stein, Sharon, Sutherland, Ali, Pashby, Karen, Susa, Rene, and Amsler, Sarah

Abstract

In this article we present four social cartographies with the intention to contribute to different conversations about global justice and education. The cartographies aim to invite curiosity, depth, reflexivity, openness, and the expansion of sensibilities as we engage with different analyses and possibilities for global change. We start with a review of HEADS UP, a social cartography that maps recurrent patterns of representation and engagement commonly found in narratives about poverty, wealth, and global change in North-South engagements and local engagements with diverse populations. We then describe the HOUSE, a social cartography that presents one way of diagnosing current crises and their multiple, overlapping dimensions. The third cartography, the TREE, makes a distinction between what is offered by different layers of analyses of social problems in terms of doing, knowing, and being. The last cartography, EarthCARE, is presented as a framework for global justice education, which emphasises the integration and entanglement of different dimensions of justice, including ecological, affective, relational, cognitive, and economic dimensions. The four social cartographies address different dimensions of the challenges of mobilising development and global education in socially complex and politically uncertain times.

Catalog

Books, media, physical & digital resources
See catalog results