Reader Response Lead:
This is the most comprehensive role in the sense that you will complete a short response paper that will be graded. The Reader Response Lead is required to:
a) Write a reader response paper and share it with the group members.
b) Rework the Reader Response Paper after the multiliteracies circle discussion and help from your group, and submitting the first draft to the professor via Brightspace by the first Friday (latest) of the following module.
c) Use the feedback from the professor to rework the Reader Response Paper. Submit the final Reader Response for evaluation (click the Assignment icon) via Brightspace and post a copy to the Reader Response Collection module. This is two uploads.
Objectives:
Begin to identify and situate various interpretations of the concept of “cosmopolitanism”;
Learn possibilities and limitations of cosmopolitan discourse and its discursive trends put forth by different scholars (such as universal humanism; equity; diversity, human rights, etc.); and,
Start to think about how one might take up the concept of cosmopolitanism across the school curriculum, within the larger field of curriculum studies, or one’s educational research either here in Canada or abroad.
Suggestions:
take the assigned readings and pick a theme/thesis statement that is most compelling to you based on the large amount of information presented. Then take the theme and take each of the sources and find reference(s) to the sources in what you say thematically. You wont be able to cover all the information in the readings so picking a theme and backing it up with sources, (you can also include other sources). Her examplar is 6.5 pages I think even though I think that she said less. I also think that she likes inclusion of your own lived experience.
I would also include concepts from the Module 3 introduction and try to pick up on things there to include in your thematic writing.
Required Readings
Hansen, D. (2014). Cosmopolitanism and Cultural Creativity. Curriculum Inquiry. 44(1), pp. 1-14.
https://drive.google.com/file/d/1fMvwkdz0DBDANcUl8S2tn4upRR6LieGT/view?usp=sharing
Tarc, P. (2013). International Education in Global Times: Engaging the Pedagogic. New York: Peter Lang. https://drive.google.com/file/d/1PoUc4c4eEDvMq-wnQ32r5q87jmDheFcd/view?usp=sharing
Watch: Entre Les Murs [The Class]. Available on Youtube Movies for $3.99 – trailer: https://www.youtube.com/watch?v=VfmKiH3ZuMM
(for extra help if needed)
Module 3 Introduction:
We will spend the next module taking up the concept of “cosmopolitanism” inside and outside the international field of curriculum studies. The readings will provide you with an introduction to the concept of cosmopolitanism, which opens the question of what is the significance of cosmopolitanism to the internationalization of curriculum studies? Other questions to explore as you take up the readings over the next two modules may be along the lines of the following:
What are the possibilities and limitations of cosmopolitanism as a conceptual framework for education, curriculum design, or curriculum theorizing?
What might it mean to become a cosmopolitan citizen, if there is such a thing?
My colleague Dr. Radford has kindly shared the following critical reading of Tarc’s International Education in Global Times. I hope this helps you think through the readings and with and against the lens of cosmopolitan literacies.
In International Education in Global Times, Paul Tarc takes us into some of the issues of international education. He goes well beyond the developmentalist concepts of intercultural learning by delving into how learning is a complex process where subject formation is a key site of exploration. Here, Tarc focuses on the linguistic, existential, structural, and psychical dimensions of difficulty constituting learning across difference (back cover). He argues that we need to become aware of and self-reflexive about these dimensions of difficulty and their own resistance to learning. This brings us to what Tarc calls cosmopolitan literacies. This concept evolves from Tarcs view of literacy as layered and ongoing and as having direct implications for international education with its core pedagogic vision of learning across and through difference. As my own work has pivoted around working with reading practices grounded in Britzman’s (1998, 2003) concerns about the coherency of the self when faced with bearing difficult knowledge, Tarc asserts that:
The capacities to bear difference, live with contradiction, and ultimately work through/learn from the risky-to-the-self experience might be fostered via a reconcieved international education…Through learning about other societies and cultures, individuals might realize that their own national or local norms and practices are but one form constituted in/through the particularities produced out of geo-political and socio-cultural historical trajectories (xviii).
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