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What is Abyssal Thinking

Teaching and Learning Practices That Promote Sustainable Development and Active Citizenship
A term, coined by Boaventura de Sousa Santos (2007) that refers to a specific particularity of modern Western thinking that divides the world into what can be thought of, understood, and/or imagined and everything else. By assuming that only what can be imagined can also exist, modern thinking actively erases from reality and existence anything that it cannot imagine. Thus, it creates an abyss between what it can and cannot imagine. The fundamental characteristic of abyssal thinking is that it does not allow for the co-presence of what is imaginable and of that which is not. What modern thinking cannot imagine is actively produced as non-existing, irrelevant, and untrue.
Published in Chapter:
Global Citizenship Education and Sustainability Otherwise
Rene Suša (The University of British Columbia, Canada), Vanessa Andreotti (The University of British Columbia, Canada), Sharon Stein (The University of British Columbia, Canada), Cash Ahenakew (The University of British Columbia, Canada), Tereza Čajkova (The University of British Columbia, Canada), Dino Kuperman Siwek (Terra Adentro, Brazil), Camilla Cardoso (Terra Adentro, Brazil), and Ninawa Huni Kui (Federation of the Huni Kui Indigenous People, Brazil)
DOI: 10.4018/978-1-7998-4402-0.ch001
This chapter presents a selection of theoretical and pedagogical frameworks for global citizenship education (GCE) otherwise of the “Gesturing Towards Decolonial Futures” (GTDF) collective. The authors discuss the challenges of addressing the depth and complexity of existing global challenges, in particular as they relate to the questions of (un)sustainability and inherent systemic violence and injustices of modern societies. They begin by introducing the basic premises that guide the work of the GTDF collective and then proceed to map different (soft, critical, and beyond reform) approaches to GCE. The chapter also introduces the pedagogical metaphors/cartographies of the “House of Modernity,” the “Bus,” and the “In Earth's CARE” pedagogical framework and provides links and references to other pedagogical experiments, developed by the collective.
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