The Affective Ideology of the OECD Global Competence Framework: Implications for Intercultural Communication Education

Autor/in	Zembylas, Michalinos
Titel	The Affective Ideology of the OECD Global Competence Framework: Implications for Intercultural Communication Education
Quelle	In: Pedagogy, Culture and Society, 31 (2023) 2, S.305-323 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zembylas, Michalinos)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2022.2164336
Schlagwörter	International Organizations; Intercultural Communication; Cultural Awareness; Teaching Methods; Affective Behavior; Governance; Ideology; Politics of Education; Educational Policy; Guidelines; Moral Values; Global Approach; Cultural Pluralism; Perspective Taking; Cultural Differences; Criticism; Social Emotional Learning; Position Papers; Sustainable Development; Elementary Secondary Education + Suchen Sie Ihr Suchwort? International organisation; International organisations; International organization; Internationale Organisation; Interkulturelle Kommunikation; Cultural identity; Kulturelle Identität; Teaching method; Lehrmethode; Unterrichtsmethode; Affective disturbance; Active behaviour; Affektive Störung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Ideologie; Politics of education; Richtlinien; Moral value; Ethischer Wert; Globales Denken; Kulturpluralismus; Zukunftsperspektive; Kultureller Unterschied; Kritik; Positionspapier; Nachhaltige Entwicklung
Abstract	This paper adds to the growing literature that critically examines the cultural politics of the OECD's framework of global competence by turning our attention to the 'affective ideology' underlying this framework, namely, how affect is used ideologically to produce specific subjectivities and moralities in students. Building upon the work of affect theories in education policy, this paper explores how the concept of global and intercultural competences, as it is manifested in the OECD global competence framework, constitutes a site of affective sense-making and affective governance. In particular, the analysis reveals two ways in which this happens: first, by capitalising on global and intercultural competencies as self-centred, emotional skills to sell policy and pedagogical ideas and tools; second, by using certain affects as moral imperatives to shape global competence in intercultural communication education. The paper concludes with a discussion of the research, policy, and pedagogy implications for intercultural communication education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01