Associate Professor; Canada Research Chair in Race, Inequalities and Global Change

Individual Research Interests

Education for/about international development
Social accountability in local and global engagements
Global Citizenship Education

Research Supervision Interests

I am interested in supervising students in the following areas:

International development education (education about/for global citizenship,  meanings and implications of modernity and development, questions of systemic complicity in the reproduction of harm through cultural capitalism,  geo- and bio-political economies of knowledge production, ethics of engagement with and representations of marginalized communities, NGOs and education)

Global (teacher) education (relationships between self, other, local and global settings within the wider context of globalization, teaching controversial issues; teacher reflexivity, (resistance to)difficult knowledge, ethics of representations and engagements with Others, sympathetic critiques of multicultural and social/global justice approaches, existential and political approaches to questions of justice, policy and textbook analyses)

Internationalization ( racialized rankings of (worth of) knowledge, perceived differentiated capacity of people from the ‘global south’, unequal mobility and flows of expertise, representations and engagements with marginalized communities, internationalization of the curriculum, service learning, studying and volunteering abroad, global citizenship/ sustainability / diversity initiatives, global ethics)

 (shifting context of) Higher education (public/social role of HE, epistemological pluralism and indigenous knowledges, universities as critic and conscience of society, de-legitimation of humanities and social sciences oriented scholarship, erosion of spaces for dissent and scope of academic freedom, relationship between equity and rigour, ethical use of technologies, academic capitalism, open source/creative commons, community engagement, mobilization of strategies of critical engagement in academic activism)

Bio

My research examines historical and systemic patterns of reproduction of inequalities and how these limit or enable possibilities for collective existence and global change.  My publications in this field include analyses of political economies of knowledge production, discussions of the ethics of international development, and critical comparisons of  ideals of globalism and internationalization in education and in global activism,  with an emphasis on representations of and relationships with marginalized communities. My work in teacher education conceptualizes education as an expansion of frames of reference and of fields of signification with a view to expanding possibilities for ethical solidarities. My academic work is committed to protecting the public role of the university as critic and conscience of society and as a space of independent, multi-voiced, critically informed and socially accountable debates about alternative futures.

I am also a research fellow at the University of Oulu, where I was chair of global education from 2010 to 2013. I am also a research fellow at the Centre for Global Citizenship Education at the University of Alberta.

Education

Federal University of Parana, 1998, B.Ed.
University of Manchester, 2003, M.Ed.
University of Nottingham, 2006, Ph.D.

Awards

2012 AERA Div B Outstanding Contribution to Curriculum Studies Book Award
2010 University of Calgary Peace Studies Consortium Global Citizenship Fellowship

Research Projects

Ethical Internationalism in Higher Education in Times of Crises Current
September, 2012December, 2015
eihe.blogspot.com

EIHE is an inter-disciplinary international mixed-methods research project, which has received funding from the Academy of Finland from 2012 to 2015. It examines internationalization processes in higher education and how these processes construct notions of epistemic difference, transnational literacy and global citizenship. Official policies and initiatives, as well as the perceptions of faculty, students, and managers engaged with internationalization processes will be reviewed and compared. The data includes both policy documents and qualitative and quantitative data collected through surveys, interviews and ethnographies in 20 university sites. Research partners in these institutions have agreed to address the same questions using the same methods of data collection to create a common dataset that can be used in comparisons. Shared questions at the heart of the study include: How is the role of the university, faculty and graduates perceived in terms of social accountability ideals? How is epistemic difference perceived in internationalization policies and initiatives at participating universities? What kinds of educational policies and processes have the potential to resist and disrupt dominant patterns of knowledge production that restrict possibilities for ethical relationalities and solidarities in local and global academic spaces?

Global Ethics in Higher Education (WERA) International Research Network Current
May, 2012May, 2015
http://geheirn.blogspot.ca/

The focus of this network is on global ethics in higher education, particularly in processes of internationalization: how trans-national subjects, relations and ideals are constituted and framed, their historicity, political economy, and implications for educational practice and research in higher education.

Kia mau: Young offenders, restorative practices and systemic change Completed
March, 2013September, 2013

With Prof Angus Macfarlane (AVC Maori, University of Canterbury)
Kia Mau is a formative participatory evaluation instrument based on culturally responsive principles designed to support and to enable organisations to assess small-scale restorative justice initiatives through feedback provided by practitioners, young people and their families/ communities. Kia Mau was not designed to assess or evaluate young people and their families, but to offer organisations an opportunity to reflect on the principles and effectiveness of their initiatives with a focus on culturally responsive principles. The conceptual framework of Kia Mau proposes three nested and inter-related approaches to restorative thinking and practice (RTP) organised around eight concepts that are interpreted differently within each approach, namely identity, diligence, relationships, creativity, wellbeing, humility, scholarship, and Māori values.

Global Mindedness Dispositions Completed
September, 2011December, 2012

With Prof Gert Biesta and Dr. Cash Ahenakew
Funded by CIMO, the Finnish agency for international mobility, this project developed an analytical and educational instrument for characterizing dispositions of global mindedness and for mapping tendencies of change in these dispositions over time. In this project, we defined global mindedness as a multi-dimensional concept that is concerned with the ways in which individuals think about the world and engage with difference in contexts characterized by plurality, complexity, uncertainty, contingency and inequality.

Conversations with the World: learning from and with residents of Meri-Toppila Completed
November, 2010December, 2013

With Prof Lonnie Graham and colleagues in the Grundvigt adult education consortium
This research project, which involved universities and NGOs in Italy, Finland, USA and UK, focused on arts based adult education, active citizenship and intercultural dialogue in social housing areas at risk of segregation and social exclusion in all participating countries.

Shifting conceptualizations of knowledge and learning in the introduction of the Aotearoa/NZ revised national curriculum in teacher education Completed
January, 2008February, 2012
http://www.tlri.org.nz/tlri-research/research-completed/post-school-sector/shifting-conceptualisation-knowledge-and

Funded by the ‘Teaching and Learning Research Initiative’, this research project tracked the engagement of eight teacher educators with theoretical discussions related to knowledge societies and post-modernity and traced the effect of this exercise on their conceptualisations of knowledge and learning in the incorporation of the New Zealand Curriculum (NZC) document (2007) in initial and in-service teacher education during 2009 and 2010. As part of the project, teacher educators undertook pedagogical initiatives with students in initial teacher education (ITE) and teachers from schools who were engaged in teacher professional learning, and they researched their own practice in collaboration with research mentors. The project sought to contribute to the understanding of how to best support teacher educators, teachers and student teachers to explore and critically engage with different conceptualisations of knowledge and learning, and how these engagements affected pedagogical practices. Report and list of academic outputs available online.

Learning to Read the World Through Other Eyes Completed
September, 2005July, 2008
https://www.academia.edu/575387/Learning_to_Read_the_World_Through_Other_Eyes_2008_

With Prof Lynn Mario de Souza and an international collective of academics and educators
This research and development project funded by DFID aimed to examine and compare alternative conceptualizations of the Millennium Development Goals in five indigenous communities and to develop a resource for teachers in England on how to engage with multiply positioned perspectives on the MDGs, exposing learners to the inherent complexity and heterogeneity of development issues and challenging dominant frames of reference. The teaching resource published under creative commons as a project output is freely available online.

Open Spaces for Dialogue and Enquiry Completed
September, 2003July, 2010
https://www.academia.edu/194048/Critical_Literacy_in_Global_Citizenship_Education_2006_

With Linda Barker and Dr. Katy Newell-Jones and an international collective of academics and educators
This research and development project funded by DFID aimed to analyze cognitive and affective process and responses of participants in communities of inquiry on global issues grounded on post-structuralist and post-colonial theories. The initial focus of the project on teacher and higher education was subsequently expanded to secondary and primary schools. Project outputs included a website and a set of resources for teachers and schools, including a textbook available online under creative commons.

Other Worlds: the World Social Forum and the Education Potential for (epistemically) Open Spaces Completed
December, 2002July, 2004

With Dr. April Biccum, Jai Sen, and an international collective of educators
The aim of this research and development project funded by DFID was to examine new cultures of political engagement associated with the World Social Forum with a view to translate insights into formal and informal educational contexts.

Selected Publications

Books

Andreotti, V. (2011). Actionable Postcolonial Theory in Education. New York: Palgrave MacMillan.

Andreotti, V., Souza, L. (2012). Postcolonial Perspectives on Global Citizenship Education. New York: Routledge.

Andreotti, V. (2014) (Ed.) The Political Economy of Global Citizenship Education. New York: Routledge.

Textbooks

Andreotti, V., Barker, L., Newel-Jones, K. (2006). Open Spaces for Dialogue and Enquiry: Professional Development. Derby: Global Education.

Andreotti, V., Souza, L. (2008). Learning to Read the World through Other Eyes. Derby: Global Education.

Publications focusing on international development education/internationalization/globalization and education

Andreotti, V. (2006). Soft versus critical global citizenship education. Policy and Practice: Development Education Review, 3 (Autumn): 83-98

Andreotti, V. (2007). An ethical engagement with the Other: Gayatri Spivak on education. Critical Literacy: Theories and Practices, 1(1): 69-79

Andreotti, V., Souza, L. (2008). Translating theory into practice and walking minefields: lessons from the project ‘Through Other Eyes’. International Journal of Development Education and Global Learning, 1(1):23-36 

Andreotti, V. (2009). Engaging critically with ‘objective’ critical analysis: a situated response to Openshaw and Rata. International Studies in Sociology of Education, 19( 3):217-227

Andreotti, V., Jefferes, D. Pashby, K., Rowe, C., Tarc, P., Taylor, L. (2010). Difference and conflict in global citizenship in higher education in Canada. International Journal of Development Education and Global Learning, 2(3):5-24

Andreotti, V., Ahenakew, C., Cooper, G. (2011). Epistemological pluralism: challenges for higher education. AlterNative Journal, 7(1):40-50

Andreotti, V. (2011). Engaging the (geo)political economy of knowledge construction: Towards decoloniality and diversality in global citizenship education. Globalization, Society and Education Journal, 9(3-4):381-397 

Andreotti, V. (2012). Education, knowledge and the righting of wrongs. Other Education: the Journal of Educational Alternatives, 1(1): 19-31 

Andreotti, V. (2012). A global “HEADS UP” about poverty and education. Responses to the 2013 American Education Research Association annual meeting theme. Last accessed on 21 January 2012 at http://www.aera.net/EventsMeetings/AnnualMeeting/Responsestothe2013AnnualMeetingTheme/AGlobalHEADSUP/tabid/14682/Default.aspx

Andreotti, V., Pashby, K. (2013). Digital democracy and global citizenship education: mutually compatible or mutually complicit?  The Educational Forum, i First: 10.1080/00131725.2013.822043

Publications focusing on (pre- and in-service) teacher education

Andreotti, V., Souza, L. (2008). Translating theory into practice and walking minefields: lessons from the project ‘Through Other Eyes’. International Journal of Development Education and Global Learning, 1(1):23-36 

Andreotti, V., Souza, L. (2008). Global learning in the knowledge society: four tools for discussion. International Journal of Development Education Research and Global Education, 31:7-12 

Andreotti, V., Faafoi, A., Sitomaniemi-San, J., Ahenakew, C. (2013). Cognition, affect and relationality: experiences of student teachers in a course on multiculturalism in primary teacher education in Aotearoa/New Zealand.  Race Ethnicity and Education. iFirst:10.1080/13613324.2012.759920

Andreotti, V., Castillo, K. , Kokkinen, L., Huuskonen, S., Määttä, L., Pelimanni, P., Väliahde, M. (2012). Global education, social change, and teacher education: the importance of theory. In L. Jääskeläinen, T. Kaivola, E. O’Loughlin and L. Wegimont (Eds.) Becoming a Global Citizen Proceedings of the International Symposium on Competencies of Global Citizens. Helsinki: Finnish Board of Education and Global Education Network Europe.

Andreotti, V. (2010). Global Education in the ‘21st Century’: two different perspectives on the ‘post-’ of postmodernism. International Journal of Development Education and Global Learning, 2(2):5-22.

Andreotti, V., Major, J. (2010). Shifting conceptualisations of knowledge and learning in ITE in Aotearoa/New Zealand. Journal of Education for Teaching (JET), 36(4): 441-459 

Courses Taught

EDST523A/022 COMPARATIVE EDUCATION:PARADOXES OF ETHICS AND INTERNATIONALIZATION

WINTER 2014

Course Schedule: Thursday 4:30 – 7:30 WMAX 110

Ethical internationalization in educational contexts requires a deep understanding of the social, cultural, economic and historical forces and flows that connect peoples, places, spaces and world views, and of the difficulties of intervening in complex and dynamic systems. When that is missing, educational outcomes tend to unintentionally reproduce unequal relationships between dominant and marginalized populations, simplistic rationalizations of inequality, and instrumental and ethnocentric imaginaries of global citizenship, diversity and social responsibility. This course combines analyses of culture and political economy to map tensions, paradoxes and convergences, and to offer a fresh critique of such imaginaries. This is done in order to re-imagine internationalization in education beyond nationalisms, parochialisms, multi-monoculturalisms, and neoliberal variants of global subjectivities