Cosmopolitanism and relevant notions are widely discussed in philosophy of education and educational studies more generally. There is a vast literature on the topic that often invites conceptual discussion and requires some work in the direction of crucial clarifications. Thinking Differently About Cosmopolitanism argues that a new conception of cosmopolitanism is needed and addresses this need by formulating a conception of cosmopolitanism as an "eccentric" ethico-political ideal. Such cosmopolitanism is eccentric in the sense that it decenters the self, it cultivates centrifugal virtues, and it questions the concern for the globally enriched self. In this book, Papastephanou lays the foundation for a more refined conception of the topic, and provides a fruitful interdisciplinary discussion of its relation to globalization, Eurocentricism, developmentalism, and modernity.

The first study of nineteenth-century replication across art, literature, science, social science and humanities

This book explores the analytical and practical value of the notion of "rooted cosmopolitanism" for the field of cultural heritage. Many concepts of present-day heritage discourses - such as World Heritage, local heritage practices, or indigenous heritage - tend to elide the complex interplay between the local and the global - entanglements that are investigated as "glocalisation" in Globalisation Studies. However, no human group ever creates more than a part of its heritage by itself. This book explores an exciting new alternative in scholarly (critical) heritage discourse, the notion of rooted cosmopolitanism, a way of making manifestations of globalised phenomena comprehensible and relevant at local levels. It develops a critical perspective on heritage and heritage practices, bringing together a highly varied yet conceptually focused set of stimulating contributions by senior and emerging scholars working on the heritage of localities across the globe. A contextualising introduction is followed by three strongly theoretical and methodological chapters which complement the second part of the book, six concrete, empirical chapters written in "response" to the more theoretical chapters. Two final reflective conclusions bring together these different levels of analysis. This book will appeal primarily to archaeologists, anthropologists, heritage professionals, and museum curators who are ready to be confronted with innovative and exciting new approaches to the complexities of cultural heritage in a globalising world.

This volume discusses perspectives on cosmopolitanism, as well as concepts and the work of key figures. For example, it examines educational, philosophical and historical perspectives, deals with such issues as citizenship, internationalism, patriotism, globalization, hegemony and many other topics. It brings together works on Alain Badiou, Giorgio Agamben, Ernesto Laclau, Bruno Latour and Homi Bhabha with works on Whitman, Kant, Martha Nussbaum, Thomas Pogge, Onora O’Neill and Philippe Van Parijs. The book engages in the new dialogue on cosmopolitanism from a variety of outlooks. It advances that dialogue and problematizes it through as yet unexplored paths. Its chapters respond to the intricacies of current discourses on cosmopolitanism and related notions and take into account both affirmative and negative stances to cosmopolitanism and its educational significance. Overall, the book relies on such stances as background material in order to transcend them and offer fresh perspectives on cosmopolitan stakes. It makes use of a recent tendency in political philosophical and cultural-critical debates that opens a possibility of more nuanced approaches to old ‘-isms’.

Mohamad examines the day-to-day experience of virtual and non-tangible mobilities of young Bruneian Malay Muslim and Malaysians, as enabled by popular culture and digital media. Cosmopolitanism has garnered interest from sociology, political studies, religious studies, geography, and education scholars. Despite this, there are three gaps in the study of Muslim cosmopolitanism. Firstly, young Muslims' cosmopolitanism in the digital age has not been intensively studied. Secondly, existing research overlooks Southeast Asia, especially Brunei Darussalam. Thirdly, the focus has not sufficiently engaged with popular culture and new media. This book addresses these gaps by exploring the everyday lives of Bruneian Malay Muslim and Malaysian youths, shaped by local, transcultural, and global practices. It expands the Muslim cosmopolitanism concept by examining the daily concerns, challenges, and practices these youths experience, offering new forms of mediated Muslim cosmopolitanism. Grounded in robust empirical data from two extensive research projects (2010-2024), this book employs diverse research approaches (ethnography and phenomenology) and methods (Qualitative Content Analysis and Interviews), ensuring reliable and in-depth findings. Scholars in geography, sociology, religious studies, and youth studies will find this book invaluable for its insights into cosmopolitanism, popular culture, new media, digital youth, and contemporary Southeast Asia.

This book expands understanding of cosmopolitan education that has the potentialto cultivate deliberative pedagogical encounters in universities. The authorsargue that cosmopolitan education in itself is an act of engaging with strangeness,otherness, difference and inclusion/exclusion. What follows is the engenderingof inclusive human encounters in which freedom and rationality – guidedby co-operative, co-existential and oppositional acts of resistance – can be exercised.The chapters centre around the enactment of universal hospitality, unconditionalengagement, difference, intercultural learning, democratic justice andopenness to develop a robust and reflexive defence of cosmopolitan education.This book will appeal to scholars of cosmopolitan education as well as democraticand inclusive education.

This Handbook is a much needed international reference work, written by leading writers in the field of global citizenship and education. It is based on the most recent research and practice from across the world, with the 'Geographically-Based Overviews' section providing summaries of global citizenship and education provided for Southern Africa, Australasia, Europe, the Middle East, North America, Latin America, and East and South East Asia. The Handbook discusses, in the 'Key Ideologies' section, the philosophies that influence the meaning of global citizenship and education, including neo-liberalism and global capitalism; nationalism and internationalism; and issues of post-colonialism, indigeneity, and transnationalism. Next, the 'Key Concepts' section explores the ideas that underpin debates about global citizenship and education, with particular attention paid to issues of justice, equity, diversity, identity, and sustainable development. With these key concepts in place, the 'Principal Perspectives and Contexts' section turns to exploring global citizenship and education from a wide variety of viewpoints, including economic, political, cultural, moral, environmental, spiritual and religious, as well as taking into consideration issues of ethnicity, gender and sexuality, and social class. Finally, the 'Key Issues in the Teaching of Global Citizenship' section discusses how education can be provided through school subjects and study abroad programmes, as well as through other means including social media and online assessment, and political activism. This Handbook will be vital reading for academics, postgraduates and advanced undergraduates in the fields of sociology and education, particularly those with an interest in comparative studies.

This handbook presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes. It includes 95 newly commissioned articles that focus on and advance key arguments; each essay incorporates essential background material serving to clarify the history and logic of the relevant topic, examining the status quo of the discipline with respect to the topic, and discussing the possible futures of the field. The book provides a state-of-the-art overview of philosophy of education, covering a range of topics: Voices from the present and the past deals with 36 major figures that philosophers of education rely on; Schools of thought addresses 14 stances including Eastern, Indigenous, and African philosophies of education as well as religiously inspired philosophies of education such as Jewish and Islamic; Revisiting enduring educational debates scrutinizes 25 issues heavily debated in the past and the present, for example care and justice, democracy, and the curriculum; New areas and developments addresses 17 emerging issues that have garnered considerable attention like neuroscience, videogames, and radicalization. The collection is relevant for lecturers teaching undergraduate and graduate courses in philosophy of education as well as for colleagues in teacher training. Moreover, it helps junior researchers in philosophy of education to situate the problems they are addressing within the wider field of philosophy of education and offers a valuable update for experienced scholars dealing with issues in the sub-discipline. Combined with different conceptions of the purpose of philosophy, it discusses various aspects, using diverse perspectives to do so. Contributing Editors: Section 1: Voices from the Present and the Past: Nuraan Davids Section 2: Schools of Thought: Christiane Thompson and Joris Vlieghe Section 3: Revisiting Enduring Debates: Ann Chinnery, Naomi Hodgson, and Viktor Johansson Section 4: New Areas and Developments: Kai Horsthemke, Dirk Willem Postma, and Claudia Ruitenberg

This book brings together a diverse range of international voices from academia, policymaking and civil society to address the failure to connect historical dialogue with atrocity prevention discourse and provide insight into how conflict histories and historical memory act as dynamic forces, actively facilitating or deterring current and future conflict. Established on a variety of international case studies combining theoretical and practical points of view, the book envisions an integrated understanding of how historical dialogue can inform policy, education, and the practice of atrocity prevention. In doing so, it provides a vital basis for the development of preventive policies sensitive to the importance of conflict histories and for further academic study on the topic. It will be of interest to all scholars and students of history, psychology, peace studies, international relations and political science.

This work, in assessing cosmopolitanism as a cause, argues that justifications and critiques of the cosmopolitan are shaped as much by political and cultural forces as by the distinctive philosophical tradition in which it is situated.