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dc.contributor.authorKennedy, Claire
dc.contributor.authorDiaz, Adriana Raquel
dc.contributor.authorDasli, Maria
dc.contributor.editorDasli, M
dc.contributor.editorDiaz, AR
dc.date.accessioned2018-10-23T12:31:08Z
dc.date.available2018-10-23T12:31:08Z
dc.date.issued2017
dc.identifier.isbn978-1-138-95345-1
dc.identifier.doi10.4324/9781315667294
dc.identifier.urihttp://hdl.handle.net/10072/376486
dc.description.abstractIn the 21st century, the ancient concept of cosmopolitanism-a vision of humanity as a single community with shared responsibilities and diverse identities-has recaptured the imagination of scholars in the social sciences and the humanities. The cultural and socio-political significance of cosmopolitanism has been the subject of both theoretical and empirical research (cf. Beck & Sznaider, 2006; Inglis, 2014) across a constellation of disciplines (cf. Delanty, 2012, for a brief overview). Yet its educational significancehighlighted by Nussbaum in her influential essay Cosmopolitanism and Patriotism (1996)—has come into focus only in recent years. ‘Cosmopolitanism’ has become an almost obligatory reference in educational discourse, particularly in the higher education context, which is engaged increasingly in internationalisation processes (Richardson, 2015; Trahar, Green, de Wit & Whitsed, 2015). However, the concept is deployed in myriad ways (cf. Skrbis & Woodward, 2013) and is tied to sometimes conflicting philosophical positions (cf. Hansen, 2010a; Hansen, 2010b; Pieri, 2014; Vertovec & Cohen, 2002), making it difficult for teachers to understand how the concept may be applied effectively to classroom practice. This methodological gap is also evident in the field of language pedagogy, which historically has tended to engage more implicitly than explicitly with philosophical and sociological theories and research. Now it stands to benefit from deliberate engagement with these, to overcome the association of language learning with essentialist notions of national cultures that has prevailed since the mid-19th century (Starkey, 2010).
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherRoutledge
dc.publisher.placeUnited Kingdom
dc.publisher.urihttps://www.taylorfrancis.com/books/e/9781317357681/chapters/10.4324%2F9781315667294-20
dc.relation.ispartofbooktitleThe Critical Turn in Language and Intercultural Communication Pedagogy: Theory, Research and Practice
dc.relation.ispartofchapter10
dc.relation.ispartofpagefrom162
dc.relation.ispartofpageto179
dc.subject.fieldofresearchLanguage, Communication and Culture not elsewhere classified
dc.subject.fieldofresearchcode209999
dc.titleCosmopolitanism meets language education: Considering objectives and strategies for a new pedagogy
dc.typeBook chapter
dc.type.descriptionB1 - Chapters
dc.type.codeB - Book Chapters
gro.facultyArts, Education & Law Group, School of Humanities, Languages and Social Science
gro.hasfulltextNo Full Text
gro.griffith.authorKennedy, Claire F.


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