In his essay “Of Other Spaces” Michel Foucault explained that heterotopias, or spaces of otherness, “function at full capacity when men arrive at a sort of absolute break with their traditional time.” This temporal otherness he described as “heterochrony.” In this article I will draw on the Sartrean ontology of the human being as temporal ecstasis to explain the transcultural phenomenon of hybridity as heterochrony, and in particular, how hybrid temporality is out of sync with local temporality. Heeding Virinder Kalra, (...) Raminder Kaur, and John Hutnyk's admonishment that “hybridity is better conceived of as a process rather than a description,” I will attempt to explicate the multiple processes of hybrid becomings I witnessed as an academic migrant in Cambodia, Hawaii, and Nigeria, and as a member of a hybrid subculture in Singapore. (shrink)

In this paper, I utilise key postcolonial perspectives on multiculturalism and boundaries to reconsider some of science education's scholarship on cultural diversity in order to extend the discourses and methodologies of science education. I begin with a brief overview of postcolonialism that argues its ability to offer theoretical insights to help revise science education's philosophical frameworks in the face of the newly intercivilisational encounters of contemporaneity. I then describe the constructs of multiculturalism, and borders and ‘border thinking’ that become useful (...) to develop postcolonial readings as an active methodology of critique able to intervene and develops more revealing interpretations of some of science education's scholarship and differentiated experiences. As the focus of these interventions, I have selected to discuss Cobern and Loving's ‘Defining “Science” in a Multicultural World: Implications for science education’ and Siegel's ‘Multiculturalism, Universalism and Science Education: In search of common ground’ from the ongoing discussion on multiculturalism and cultural diversity within the journal Science Education. Finally, I conclude this paper with some general comments regarding postcolonialism and the science education scholarship on cultural diversity. (shrink)

In this paper, I utilise key postcolonial perspectives on multiculturalism and boundaries to reconsider some of science education's scholarship on cultural diversity in order to extend the discourses and methodologies of science education. I begin with a brief overview of postcolonialism that argues its ability to offer theoretical insights to help revise science education's philosophical frameworks in the face of the newly intercivilisational encounters of contemporaneity. I then describe the constructs of multiculturalism, and borders and ‘border thinking’ (after ) that (...) become useful to develop postcolonial readings as an active methodology of critique able to intervene and develops more revealing interpretations of some of science education's scholarship and differentiated experiences. As the focus of these interventions, I have selected ) ‘Defining “Science” in a Multicultural World: Implications for science education’ and ) ‘Multiculturalism, Universalism and Science Education: In search of common ground’ from the ongoing discussion on multiculturalism and cultural diversity within the journal Science Education. Finally, I conclude this paper with some general comments regarding postcolonialism and the science education scholarship on cultural diversity. (shrink)

Analysing some of the key discourses of ‘globalization’ and their relationship to global/local processes of gender, the article makes a distinction between the ‘global’ and ‘globalization’, such that the latter is seen as only one dimension of the ‘global’. Globalization is understood as comprising complex and contradictory phenomena with diverse and differential impact across distinct categories of people, localities, regions and hemispheres. Hence, the notion of being straightforwardly ‘for’ or ‘against’ globalization is problematized. The essay explores media response to a (...) major global event — the bombing of the World Trade Center in New York and the Pentagon in Washington DC on 11 September — in terms of the ‘agenda setting’ role of the US's ‘mainstream’ national television news coverage in the aftermath of the first two weeks. A subsequent peace rally, the ‘International Day Against War and Racism’, held in Washington DC, is analysed as the site for the emergence of a new oppositional political subject in the current context. The article underscores the importance of addressing ‘intersectionality’ to a critical imagination. (shrink)