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Boundedness beyond reification: Cosmopolitan teacher education as critique
Stockholm University, Faculty of Social Sciences, Department of Education.
2013 (English)In: Ethics & Global Politics, ISSN 1654-4951, Vol. 4, 217-237 p.Article in journal (Refereed) Published
Abstract [en]

Certain strands of cosmopolitanism have been criticized on various occasions for merely mirroring the mental framework of a global elite that stresses positive attitudes to mobility, flexibility, and disinterested objective detachment to the detriment of ‘rooted’, local and national values.1 In this way, it is argued, it presents a one-sided opportunistic or naively affirmative picture of processes of globalization rather than taking seriously the challenges posed by the inherently normative dimension of cosmopolitan thought and practice.2 The present paper will argue for a return to the critical core of the cosmopolitan idea and proposes that the critique of reification, which recently received renewed interest by philosophers of the so-called third generation Frankfurt School, can serve as a vital tool for re-imagining cosmopolitan teacher education as critique. In particular, the discussion around the recent turn towards a standards and competencies oriented teacher education in Germany will be critically examined in this regard. Rather than presenting a mere factual description of our thinking, judgments and actions, a cosmopolitan orientation should be concerned with reminding us of the importance of a continuous critical challenge of their validity. Firstly, the concept of reification will be shown to provide the conceptual resources to describe and select relevant characteristics of contemporary social pathologies that cannot be adequately captured within liberal social philosophies. A closer analysis of reification as a deficient relation to oneself, to others, or to the world will then lead to the second question of how to conceive of non-reifying forms of relatedness, commitment and boundedness as enabling new forms of expressive freedom. Instead of one-sided, narrow and hasty reactions towards a perceived ‘global challenge’—either fetishizing borders or their transgression, an critical educational cosmopolitanism should bring into focus how educational institutions such as teacher education can provide, strengthen, and enhance the conditions for binding ourselves as citizens of the world in non-reifying ways.

Place, publisher, year, edition, pages
Taylor & Francis, 2013. Vol. 4, 217-237 p.
Keyword [en]
cosmopolitanism, teacher education, reification, Honneth, Frankfurt School, recognition, globalization, standardization, teacher education reform, standards and competencies
National Category
Humanities and the Arts
Identifiers
URN: urn:nbn:se:su:diva-141905DOI: 10.3402/egp.v5i4.20296OAI: oai:DiVA.org:su-141905DiVA: diva2:1089725
Projects
‘Teaching Students to Become Cosmopolitan Citizens?’ Swedish Research Council
Available from: 2017-04-20 Created: 2017-04-20 Last updated: 2017-04-20

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