Educating the Citizen of Empire

Michael Thomas Hayes, Melissa Saul

Abstract


In this article we conceptualize an education that would be consonant with a contemporary notion of global citizenship, that we call a Citizen of Empire. Drawing from the work of Hardt and Negri in their book Empire, we argue that global society is a virtual space manufactured through the biopolitical generativity of the people on a global scale. A global citizen engages in acts of political, cultural and economic creativity to generate the global society of Empire from the ground up. We argue that an education that is consonant with this kind of citizenship would be consistent with Ivan Illich's proposal for a deschooled society. A deschooled education foregrounds poesis over praxis as it links people together through globally articulated learning webs that places individuals into relationship across differences of space and time.


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JCT: Journal of Curriculum Theorizing is an interdisciplinary journal of curriculum studies. It offers an academic forum for scholarly discussions of curriculum. Historically aligned with the "reconceptualist" movement in curriculum theorizing, and oriented toward informing and affecting classroom practice, JCT presents compelling pieces within forms that challenge disciplinary, genre, and textual boundaries.

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