This article explores possibilities for challenging liberal humanism, often expressed through cosmopolitanism, in global citizenship education (GCE) in European contexts, specifically England. Thinking with Sylvia Wynter's genealogy of the creation and universal imposition of "Man" as the dominant descriptive statement for the human and…

This article engages in an autoethnographic analysis to offer an argument for the importance of bringing mad studies to pre-service early childhood education and care (ECEC) programs. Through both analysing reflections on two "maddening moments" during pre-service teaching as a mad-identified pre-service ECEC educator and discussing…

In this article, I describe how a curriculum of dislocation produces subjectivities offered in discourses that centre "First World"/Eurocentric/developed subject positions through nation state frameworks. I knit stories of colonialism and imperialism with my lived experiences as a former student in the postcolonial context of Colombia…

Territorial acknowledgments of Indigenous peoples, places, and settler-colonial histories have become a common practice among settlers in Canadian universities and activist spaces. While these territorial acknowledgments are assumed to be a move toward reconciliation, no research examines what the practice accomplishes pedagogically amongst…

While university-based study abroad programs have become a core component of multicultural education, I argue that in many ways the dominant model of study abroad is rooted in a white masculinist episteme predicated on anthropological consumption of the "Other" without, and largely opposed to, meaningful examinations of the self. The…