Review of: "International Education and the Crises of Cosmopolitanism and Global Citizenship"
Bibliographic record
Abstract
International Education and the Crises of Cosmopolitanism and Global Citizenship comes at an important moment in geo-political culture.The globalized aspiration of having a rules-based order is being challenged, at the same time, by forces of growing nationalism, populism, and alternative geopolitical paradigms of multi-polarity.Added to these challenges, widespread migration is challenging the homogeneity of many Western countries.Professional migrants face challenges related to credentialing when it comes to their professional degrees being granted equivalency in Western jurisdictions and among Western professional regulatory bodies.Kayode's article places IE in the context of this crisis of cosmopolitanism and global citizenship and this is an important contribution to that dialogue.Kayode's article provides a much-needed service in terms of providing the reader with a critical understanding of global citizenship and cosmopolitanism and rooting these concepts within ancient Greek philosophers.Importantly, he draws on Nussbaum's work on Patriotism and cosmopolitanism that engages many of these concepts and in particular how the Stoic philosophers inspired by Diogenes framed their identity as "citizens of the world (cosmos)."I was particularly appreciative of how Kayode takes this basic concept and applies it to contemporary realities in that we, as a global society, are now more aware of other cultures than ever before although admittedly, Western epistemological hegemony is often the gaze through which globalization is conceptualized.That said, cosmopolitanism, following Kant is less about governmentality and more about the universality of common understandings of what it is to be human as reflected in documents such as the Universal Declaration of Human Rights.To this, Kayode writes, "Indeed, cosmopolitanism could be seen as a form of neo-humanism that looks at the world as it might be, not just in advocating for the universal idea that people are not only connected in shared humanity but also in recognising how the vision of shared humanity in practice has more often been denied or destroyed than respected and celebrated".Of course, this aspiration, it is argued by Africans and others, contains seeds of Western epistemologies, paradigms, and instruments of governmentality.This distinction is useful and future research should explore the implications of critical cosmopolitanism on political rationalities.Can we have cosmopolitan neo-humanism in the context of a globalized world?Kayode seems to believe that this may not be possible."Being part of humanity, in general, cannot be detached from one's situatedness.Transcendent selves that extinguish the particularities of social embeddedness, which are the sources of being a concrete human being and community, are not exhaustive of the actual individuated being.Respecting human dignity requires respecting the subjectivities resulting from and supporting the exercise of both individual and collective agency".To this, I would
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.010 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.005 | 0.010 |
| Science and technology studies | 0.002 | 0.002 |
| Scholarly communication | 0.006 | 0.005 |
| Open science | 0.003 | 0.003 |
| Research integrity | 0.005 | 0.004 |
| Insufficient payload (model declined to judge) | 0.045 | 0.018 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".