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GCE - Module 2 - Coggle Diagram

- - - - More difficult to teach because the teachers cannot be experts; need to be reflective of their own biases, explore difficult topics and own biases, learn from students and work collaboratively with students.
      - Text books rarely portray people in the north being responsible for poverty in the south; globalization and colonialism are not linked or described as political processes (Mikander, 2016)
- - - - Critical approaches to GCE can provide a framework to transcend cultural homogeneity and embrace / enhance differences. It would estrange students cultural sameness and familiarize them with cultural differences. It will require openness and focus on multiple knowledges and practices of the groups who have faced systematic oppression and discrimination due to capitalism and colonialism. This will require that we avoid essentialist attitudes that develop identities through the unification of values, instead the practices of GCE would be derived from postcolonial theories which counter neoliberal cultural influences on education which have contributed to international moral and ethical crisis linked to commodification of our sense of global community (Howard, Dickert, Owusu, & Riley, 2018)