Critical/decolonial global citizenship education and libraries from the global south

Q1 Social Sciences Prospects Pub Date : 2023-09-20 DOI:10.1007/s11125-023-09655-8

Nicolás Aguilar-Forero, Fernando Salazar

引用次数: 0

Abstract

Abstract This article presents the results of a comparative case study which seeks to understand the characteristics of two library experiences from the Global South. The study sought to (1) analyze the opportunities for and challenges of promoting critical/decolonial Global Citizenship Education from two library experiences in Colombia; (2) identify how these experiences, from diverse situations, show we can employ local solutions to resolve the great problems we face as a global community today. The article concludes that the promotion of library experiences from the Global South and the promotion of critical/decolonial Global Citizenship Education from these types of libraries require imagining and making possible a library without books, without the physical spaces usually associated with libraries, without “users”, and without conventional librarians.

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批判/非殖民化的全球公民教育和来自全球南方的图书馆

摘要本文介绍了一个比较案例研究的结果，旨在了解两个来自全球南方的图书馆经验的特点。该研究试图(1)从哥伦比亚的两个图书馆的经验分析促进批判性/非殖民化全球公民教育的机遇和挑战;(2)找出这些来自不同情况的经验如何表明，我们可以采用地方解决方案来解决我们今天作为一个全球社区所面临的重大问题。文章的结论是，推广全球南方国家的图书馆经验，并从这些类型的图书馆推广批判性/非殖民化的全球公民教育，需要想象并使一个没有书籍的图书馆成为可能，没有通常与图书馆相关的物理空间，没有“用户”，没有传统的图书馆员。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Prospects Social Sciences-Education

CiteScore

13.10

自引率

0.00%

发文量

期刊介绍： Prospects provides comparative and international perspectives on key current issues in curriculum, learning, and assessment. The principal features of the journal are the innovative and critical insights it offers into the equitable provision of quality and relevant education for all; and the cross-disciplinary perspectives it engages, drawing on a range of domains that include culture, development, economics, ethics, gender, inclusion, politics, sociology, sustainability, and education. Prospects aims to influence a wide range of actors in the field of education and development, whether academics, policy-makers, curriculum-developers, assessors, teachers or students. Unlike other journals in the field, which deal only with theoretical or research-related aspects, Prospects also focuses on policy implementation and aims at improving the extent and effectiveness of communication between theorists and researchers, on one side, and policy makers and practitioners, on the other. The journal thus welcomes innovative empirical research, case studies of policy and practice, conceptual analyses and policy evaluations, as well as critical analyses of published research and existing policy. Founded in 1970 and published in English by Springer, Prospects is among the most well-established journals in the field. Editions in Arabic and Mandarin Chinese are available as well. The journal is edited by the International Bureau of Education (IBE), in Geneva. A leading UNESCO Institute and a global center of excellence in curriculum and related matters, the IBE is recognized and valued for the specialist knowledge and expertise that it brings to Member States, promoting new shared global understanding of curriculum, teaching, learning, and assessment.