Individual Research Interests
Research Supervision Interests
Below you will find long-term questions I am exploring with my research group that is called “gesturing towards decolonial horizons” (GTDH).
- How has our education trapped us in conceptualizations of (and relationships with) language, knowledge, agency, autonomy, identity, criticality, art, sexuality, earth, time, space, and self…that restrict our horizons and what we consider to be possible / intelligible? [what restricts what is possible for us to sense, understand, articulate, want and imagine?]
- What educational processes can override our categorical neurological wiring and bio-chemical responses (our fears, self-interest, narratives, ego, narcissistic tendencies, wounds, etc), activate a visceral sense of entanglement, responsibility, humility, generosity, sanity (not dependent on will or intellectual choices), and open up possibilities/worlds that are viable, but unimaginable or inarticulable within our current frames of reference? [what, beyond convictions, can offer an antidote to indifference?]
- What can engender a stream of connections and a sense of care and commitment to everything that overrides self-interest and is not dependent on convictions, knowledge, identity or understanding?
- How can we start to heal our individual and collective pain without guilt, paralysis, self-righteousness, entitlement, depoliticization, wound-attachment, transference, tantrums, re-wounding and drama?
- How can we engage and be taught by different systems of knowledge and being, struggles and attempts to create alternatives, (a)cutely aware of their gifts, limitations, and contradictions, as well as our own (mis)interpretations, projections, and appropriations?
- How can we tap the possibilities that are viable but unintelligible within dominant paradigms?[How to invite people to consider what is deemed “impossible”?]
- What would dialogue, horizontality and solidarity look like beyond the imaginative boundaries of capitalism, socialism, anarchism, anthropocentric humanism and separability? [how have our dreams been tamed?]
- How can we rigorously mobilize an “alternative way to engage with alternatives” ( walking/ dancing/ breathing/ stumbling differently together in a foggy road) without arrogance, righteousness, dogmatism and perfectionism?
- How can we hospice a dying way of knowing/being and assist with the birth of something new, still fragile, undefined and potentially (but not necessarily) wiser with radical tenderness?
Social cartographies of social imaginaries and artistic inquiry are research methodologies we often employ in our collaborative work. The research group works at the interface of different knowledge systems, valuing equally intellectual, experiential and creative rigour. If you would like to join the research group or have me as a research supervisor, please send me an email explaining your background and interest in one or more of the questions above, with a 2000 word response to one of the texts in the list of selected publications (under “research and education”).
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.
EIHE is an inter-disciplinary international mixed-methods research project, which received funding from the Academy of Finland from 2012 to 2016. It examined 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 were analysed and mapped . The data includes both policy documents and qualitative and quantitative data collected through surveys, interviews and case studies in 20 university sites. Shared questions at the heart of the study included: 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?
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.
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.
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.
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.
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.
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.
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.
Most texts can be found at academia.edu:
- Andreotti, V., (2018). Educação para a expansão de horizontes, saberes, vivências, afetos, sensibilidades e possibilidades de (co)existência. Sinergias: Diálogos educativos para a transformação social, 6, 61-72 http://www.sinergiased.org/index.php/revista/item/136
- Andreotti, V., Stein, S., Sutherland, A., Pashby, K., Susa, R., Amsler, S. (2018) Mobilising Different Conversations about Global Justice in Education: Toward Alternative Futures in Uncertain Times’, Policy & Practice: A Development Education Review, 26(Spring), 9-41. https://www.developmenteducationreview.com/issue/issue-26/mobilising-different-conversations-about-global-justice-education-toward-alternative
- Andreotti, V., Pereira, R., Edmundo, E. (2017). O imaginário global dominante e algumas reflexões sobre os pré-requisitos para uma educação pós-abissal. Sinergias: Diálogos educativos para a transformação social. 5, 41-54. http://www.sinergiased.org/index.php/revista/item/117
- Stein, S. & Andreotti, V. (2017) Afterword: provisional pedagogies toward imagining global mobilities otherwise, Curriculum Inquiry, 47:1, 135-146. https://www.tandfonline.com/doi/abs/10.1080/03626784.2016.1265441
- Arshad-Ayaz, A., Andreotti, V., Sutherland, A. (2017). National Youth White Paper on Global Citizenship: What does it say about where we are at? International Journal of Development Education and Global Learning (IOE), 1(8): 19-36. http://www.ingentaconnect.com/contentone/ioep/ijdegl/2017/00000008/00000002/art00003
- Stein, S., Hunt, D., Susa, R., Andreotti, V.(2017): The Educational Challenge of Unraveling the Fantasies of Ontological Security, Diaspora, Indigenous, and Minority Education, 11(2), 69-79.
- Shahja, R., Blanco-Ramirez, G., Andreotti, V. (2017) . Attempting to Imagine the Unimaginable: A Decolonial Reading of Global University Rankings. Comparative Education Review, 61(1):51-S73.
- Andreotti, V., Pereira, R., Edmundo, E. (2017). O imaginário global dominante e algumas reflexões sobre os pré-requisitos para uma educação pós-abissal. Sinergias: Diálogos educativos para a transformação social, 5, 41-54.
- Andreotti, V., Stein, S., Pashby, K., Nicolson, M. (2016). Social cartographies as performative devices in research on higher education. Higher Education Research & Development Journal (HERDSA). (iFirst: 10.1080/07294360.2015.1125857)
- Stein, S., Andreotti, V., Bruce, J., Susa, R. (2016). Towards different conversations about the internationalization of higher education. Comparative and International Education/Éducation Comparée et Internationale, 45(1), 2-18.
- Andreotti, V. (2016). Research and pedagogical notes: The educational challenges of imagining the world differently. Canadian Journal of Development Studies, 37(1), 101-112.
- Pashby, K., Andreotti, V. (2016). Ethical internationalisation in higher education: Interfaces with international development and sustainability. Environmental Education Research, 22(6), 771-787.
- Stein, S., Andreotti, V. (2016). Higher Education and the Modern/Colonial Global Imaginary. Cultural Studies ↔ Critical Methodologies, 17(3), 173-181.
- Andreotti, V., Souza, L. (2016). Critical education and postcolonialism. Springer Encyclopedia of Educational Philosophy and Theory (1-6). New York: Springer.
- Stein, S., Andreotti, V., & Suša, R. (2016). ‘Beyond 2015’, within the modern/colonial global imaginary? Global development and higher education. Critical Studies in Education, 1-21. iFirst: http://dx.doi.org/10.1080/17508487.2016.1247737
- Andreotti, V., Stein, S., Ahenakew, C., Hunt, D. (2015). Mapping interpretations of decolonization in the context of higher education. Decolonization: Indigeneity, Education & Society, 4(1), 21-40.
- Nicolson, M., Andreotti, V., Mafi, B. (2015). The unstated politics of stranger making in Europe: A brutal kindness. European Journal of Cultural Studies. (iFirst: 1367549415592896)
- Stein, S., Andreotti, V. (2015). Cash, competition, or charity: International students and the global imaginary. Journal of Higher Education. (iFirst: 101007/s1073401599498)
EDST523A/022 COMPARATIVE EDUCATION:PARADOXES OF INTERNATIONALIZATION
WINTER 2018 (ONLINE with synchronous online tutorials)
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 engages students in analyses, mapping exercises and reflections on the ethics of internationalization and global citizenship education focusing on pedagogical issues and educational challenges. This course offers students and practitioners the opportunity to take a close critical look at the ethics and paradoxes of internationalization and of engaging students as global citizens in schools and universities.