Special thanks to everybody who attended my inaugural lecture “Mapping Global Childhood & Youth Futures” at the School of Education, University of Leeds yesterday. I feel very thankful to family, friends & colleagues from around the world for their kind support since I completed my PhD in 2007. PP slides including videos & hyperlinks from the inaugural lecture are available HERE.
Since 1795 when philosopher Immanuel Kant published his essay on Perpetual Peace there has been much debate on cosmopolitanism i.e. the idea that all human beings to belong to a single “global” community, based on a shared morality that would apply to all people independently of their races, colours and ethnicities, local histories, gender, age or any other specific characteristics. This proposition has been much criticised by scholars emphasising Otherness – in its different facets: Otherness as a general principle (e.g. in phenomenology), Otherness as a concrete product of the history of colonialism, and Otherness in terms of intersecting age, gender, sexual orientation, class, race, colour, ethnicity and/or dis-/ability.
How do these debates play out in a world that is interconnected through the flows of capital, technologies, populations, media images and ideas as well as divided through nationalist movements, inequalities, and in-/ visible borders and walls?
In my inaugural lecture, I explored this question by revisiting case studies from my research projects from the past ten years.
Drawing on research from these diverse contexts I reflected on what global childhood and youth studies could entail in the contemporary frame, in two directions:
- hyper-connecting youth & co-experiencing developmental crises in the context of global crisis
- remembering common pasts & mapping yet unknown futures in urban and rural educational settings
I concluded my lecture with rethinking pedagogy and education while exploring how globalisation from above could be transformed into globalisation from below.