2015/03/15 by Gulzar R. Charania, Charania, Gulzar R.
Social Sciences · #Global Education and Multiculturalism #Global Educational Policies and Reforms #Northern #Tourism, Volunteerism, and Development #class #colonialism #gender #global education #history #intervention #movement of people #pedagogy #political engagement #race #the global
paper · doi:10.14288/acme.v10i3.902
openalex publication_date 2015/03/15 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/22
This article examines the complexities and limitations of conceptualizing global education as requiring the intervention or movement of people, in various capacities, from the global North to the global South. I rely on feminist, anti-racist and postcolonial scholarship to foreground questions of race, colonialism and history in relation to “the global.” To begin, I critically analyze how the global is deployed as a theoretical and political concept by locating it within specific material and historical relations. Secondly, I consider the multiple vectors of race, class, gender and Northern status along which global subjects are imagined and constituted. Thirdly, I consider more specifically the prevalence of white women in different kinds of global interventions. I then explore how racialized Northern women fit into the picture of the global. I conclude with an invitation to ground the global and reconceptualize our social justice efforts by attending to our own historical locations and ongoing complicities in North-South relations.