(Re)-establishing children’s identities through critical place-based pedagogy and cosmopolitan learning

Identity in place' by children has been explored by examining how underpinnings of place shape meaning making and identity construction, and how educational practices can allow for the re-construction of identities. Using a critical place-based pedagogy and cosmopolitan learning, children are given the skills and agency to question and ultimately reshape their position in relation to place and the global context. Developmentally appropriate critical thinking skills range from: encouraging the establishment of reflective practice, to the development of ethical understandings such as 'epistemic virtues', and an awareness and recognition of one's situatedness (and the situatedness of others) in the world. Perspective taking and skills of empowem1ent may be instilled by teachers who are able to deconstruct their own identities and assumptions within their places of work. Teacher training can be adapted to include critical inquiry and understandings of spatialized critical theory so that pedagogical practices may be situated in place. For teachers and students to be reflexive, place-based and cosmopolitan learners, they need to engage in experiences and discourse that enables them to develop new ways of seeing.