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标题：Educating the Citizen of Empire
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作者：Michael Thomas Hayes ; Melissa Saul
期刊名称：Journal of Curriculum Theorizing
电子版ISSN：1942-2563
出版年度：2012
卷号：28
期号：1
语种：English
出版社：Foundation for Curriculum Theory
摘要：Normal 0 false false false EN-US JA X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Cambria","serif"; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin;} 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.