Current Research by Nancy Spina
Decolonizing Inclusive Education: Centering Heartwork, Care, and Listening, 2024
The authors engage in a multivocal and interdisciplinary reflexive conversation related to inclus... more The authors engage in a multivocal and interdisciplinary reflexive conversation related to inclusive education while teaching in a Bachelor of Education program in the Canadian settler context. They problematize the coloniality of liberal inclusive education focusing on pedagogical theories such as Culturally Relevant Pedagogy, the centrality of Eurocentric knowledge, and educational practices of care. By articulating a power analysis of these elements, they question the decolonizing potential of inclusive education without structural decolonization.
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Papers by Nancy Spina
Pedagogical approaches that emphasize the importance of creating ‘global’ citizens have been expe... more Pedagogical approaches that emphasize the importance of creating ‘global’ citizens have been experiencing considerable momentum in the past thirty years in Canada and in other Western countries. Relying on the insights of critical race theory and postcolonial approaches in education and using Ontario’s civics and social studies curriculum as case study, this thesis questions the claims advanced by the mainstream liberal literature on Global Citizenship Education (GCE) about this approach’s benevolence and alleged break from traditional forms of citizen education based on nationalism. Instead, this dissertation demonstrates how approaches based on the idea of a global citizen reproduce a moralising liberal educational discourse in which imaginings of the moral white self (as a global citizen), the ‘other' (as a global non-citizen) and the ‘community' (Canada as a post-national entity in a globalized world) intersect, allowing for the organization of differences and similariti...
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Comparative and International Education, 2020
The creation of “European educational space” is one of the objectives of the European Union’s (EU... more The creation of “European educational space” is one of the objectives of the European Union’s (EU) cultural policy. This paper examines an overlooked contradiction within the European educational space discourse, namely the tension between its stated goals of creating a new European identity based on common cultural heritage and its reliance on intercultural education’s ideas of trans‐ethnic identities to address the challenges of immigrants’ integration. Relying on the insights of critical race theory, the paper argues that the key assumptions behind the European educational space and intercultural education, far from being contradictory, are interconnected insofar as intercultural pedagogy informs the tropes of “migrants,” “integration,” and “multiculturalism” that are at the core of the European dimension of education’s discourse. The paper argues that these tropes are part of an evolving discourse about immigrant education that allows the EU to maintain a facade of multicultural...
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Current Research by Nancy Spina
Papers by Nancy Spina