Analysis of ‘Being Australian’ Curriculum Document

ASSIGNMENT 1B:

Cosmopolitan Learning (CL)

According to Rizvi (2009, p. 254), Cosmopolitanism should be interpreted as a mode of learning about, and ethically engaging with, new social formations. Delanty (2006, p. 43) mentioned that cosmopolitanism resides in social mechanisms and dynamics that can exist in any society. According to Sobe (2009, p. 9), cosmopolitanism references the principles and norms in how children are taught to think about humanness in local and global dimensions. Rizvi (2009, p. 265) also stated that Cosmopolitan Learning (CL) should involve pedagogic tasks which can bring students from different backgrounds together, and help them interrogate how and why things are done differently in different places. Development of critical global imagination as a major goals of CL was emphasized. Importance of global imagination was also pointed out by Appadurai (1996, p. 11) stating that we all have elaborate interests and capabilities in constructing world pictures whose very interaction affects global processes. Furthermore, Rizvi (2009) also contended that CL should encourage students to examine the political meaning of intercultural experiences, seeking to locate them within the transnational networks. The importance of reflexivity was stressed, as reflexive individuals are able to challenge the assumptions that are thrust upon them officially or politically (p. 265-267). Snauwaert (2009) suggested that cosmopolitan education should aim at self-transformation of students to develop their internal capacities to morally respond to the human dignity of others.

Analysis of ‘Being Australian’ Curriculum in light of Rizvi’s Description

The ‘Being Australian’ curriculum contains the essential elements CL mentioned above. Firstly, it focuses on developing an understanding of shared Australian identity in students, and helping them reflect how the identity has changed over time. This can help in understanding the historical evolution and role of politics in influencing intercultural exchange. The curriculum contains pedagogic tasks requiring them to explore significant events and symbols (e.g. celebrations), and contributions made by the community members which have helped in building Australian heritage, values and identity. The importance of creative arts in building a connection between different groups is recognized by discovering their cultural and historical contexts. Tasks like group music encourage intercultural interactions in a relatively informal environment. This can develop respect towards other culture, and also help overcome biases & stereotypes prevalent in perceptions or ‘global imagination’. To inculcate reflexivity, the students are encouraged to explore their own identity and values, and recognize themselves and others as unique individuals (e.g. shields). Importance of shared customs, practices, symbols, languages is emphasized, and the expression of diversity is explained. To summarize, the curriculum focuses on the how and why, and the historical, political and cultural aspects of Australian identity. Students are encouraged to accept diversity, not just through lectures, but by self-learning through collaborative pedagogical tasks.

Classroom Practices to Encourage Cosmopolitan Learning

For effective cosmopolitan learning, it is important to interact with people from different cultures and backgrounds, especially in informal contexts and situations. Activities like debates, quizzes about cultures, skits, celebrating festivals, and painting competitions can help in understanding the how and why, and the history behind cultures e.g. a person from a particular culture can be asked to deliver a lecture on history behind a festival from another culture. Group competitions, involving multi-cultural groups, should be encouraged to build team working skills. Prizes and incentives should be given for good performance.

References

Appadurai, A. (1996). Modernity at large. Minneapolis, MN: Minnesota University Press.

Delanty, G. (2006). The cosmopolitan imagination: critical cosmopolitanism and social theory. The British Journal of Sociology, 2006, 57(1), 25-47.

Rizvi, F. (2009). Towards cosmopolitan learning. Discourse: Studies in the Cultural Politics of Education, September 2009, 30(3), 253-268.

Snauwaert, D. (2009). The Ethics and Ontology of Cosmopolitanism: Education for a Shared Humanity. Current Issues in Comparative Education, 12(1), 14-22.

Sobe. N.W. (2009). Rethinking ‘Cosmopolitanism’ as an Analytic for the Comparative Study of Globalization and Education. Current Issues in Comparative Education, 2009, 12(1), 6-13.

Werbner, P. (2006). Vernacular Cosmopolitanism. Theory Culture Society 2006, 23, 496.