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Develops “vernacular cosmopolitanisms” and reviews scholarship in 21st-century American and early-20th-century Yugoslav education that uses cosmopolitanism as an analytic category. Argues that studying actually existing cosmopolitanisms helps analyze how solidarities form, identities develop, and inclusion/exclusion principles are elaborated across local and global assemblages, especially through schooling.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/rethinking-cosmopolitanism-as-an-analytic-for-the-comparative-study-of-globalization-and-education/600567/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/rethinking-cosmopolitanism-as-an-analytic-for-the-comparative-study-of-globalization-and-education/600567.png","ImageObject",300,407,{"name":92,"@type":93},"OmBimo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the article propose “cosmopolitanisms” as an analytic for comparative education?","Question",{"text":112,"@type":113},"It argues that “cosmopolitanisms” provide a productive way to move beyond traditional area-study paradigms and to understand globalization-related perspectives, geographies, and educational developments.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What are “vernacular cosmopolitanisms” in the article’s framework?",{"text":117,"@type":113},"They are historically specific practical stances and techniques for living, forming solidarities, and managing knowledge and belonging amid local and global assemblages, including relations to estrangement or distance.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the article connect globalization to research strategy challenges in social science?",{"text":121,"@type":113},"It highlights the need to develop social-science research strategies suited to emergent social, political, and cultural forms, and claims cosmopolitanisms offer a useful research avenue for this shift.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600567,1792171246,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46},962090893581,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Rethinking ‘Cosmopolitanism’ as an Analytic for the Comparative Study of Globalization and Education  \nNoah W. Sobe  \nLoyola University Chicago  \nThis article proposes that for scholars in comparative and international education the study of“cosmpolitanisms” offers a productive avenue for thinking outside of the traditional paradigms of area studies and for understanding the new world-generating optics and multi-layered geographies that appear to be emerging with globalization. The piece explores the concept of “vernacular cosmopolitanisms” and discusses recent scholarship – on 21st century American education and on early-20th-century Yugoslav education – that have used cosmopolitanism as an analytic category.  \nThe article argues that studying actually, existing cosmopolitanisms is a useful strategy for examining the ways that solidarities areformed, identities are developed, and principles of inclusion and exclusion are elaborated amidst local and global assemblages.  \nOne of the key analytic challenges that globalization presents is the need to develop social  \nscience research strategies appropriate to understanding emergent social, political and cultural forms. In this article I argue that the study of cosmopolitanisms offers a productive avenue for thinking outside of the traditional paradigms of area studies and for understanding the new world-generating optics and multi-layered geographies that appear to be emerging with globalization. These new, often non-territorial configurations bring people, knowledge, institutions, and objects together in novel and sometimes surprising assemblages. These are the social spaces within which educational issues increasingly take their shape, thus prompting a need for comparative education researchers to rethink their methods and conceptual tools. My suggestion is that one strategy (among numerous possibilities) to address this situation is to take up the study of ‘cosmopolitanisms.’  \nI am not suggesting that scholars of comparative and international education examine the various ways that cosmopolitanism as an intellectual ethic descends from European Enlightenment and earlier thinkers – where it is typically seen as a paradigmatic alternative to the national organization of civic/political allegiances. Instead, I suggest that we turn our gaze to actually existing cosmopolitanisms and focus on a variety of actually existing practical stances. Following an argument advanced by Ifeoma Kiddoe Nwankwo (2005), I would maintain that the term“transnationalism” – while useful for referring generally to movements that cross national boundaries – is inadequate for describing the positioning of self and community amidst local and global assemblages that we can get a purchase on by making use of the concept of cosmopolitanism. I would propose that we can think, for example, about “vernacular cosmopolitanisms” such as“Islamic cosmopolitanism,” “Chinese cosmopolitanism,” and “Slavic cosmopolitanism.” Each instance is homologous in that each cosmopolitanism involves a historically specific set of techniques for living and forming solidarities outside the local, as well as strategies for knowing forms of belonging connected with estrangement, displacement, and/or distance from the immediate local.  \nWhile the global diffusion of images and media is often credited with opening up the potential of a“global imagination,” too often the role of schooling is overlooked in this and similar processes. In numerous settings around the globe, cosmopolitan dispositions and commitments are thoroughly  \n© 2009 Current Issues in Comparative Education, Teachers College, Columbia University, ALL RIGHTS RESERVED Current Issues in Comparative Education, Vol. 12(1): 6-13.  \nRethinking ‘Cosmopolitanism’  \nenmeshed in the curricular and pedagogic practices of modern schooling. This is not to make the argument that cosmopolitanisms are structurally part of any “grammar” of schooling. Rather, it is to suggest that researc","cbCaipMGypzxZfqJ","https://ap.wps.com/l/cbCaipMGypzxZfqJ","pdf",144187,"English","# Rethinking “Cosmopolitanism” as an Analytic\n## Actually existing cosmopolitanisms and schooling\n# Vernacular and Actually Existing Cosmopolitanisms\n## Defining vernacular cosmopolitanism and analytic implications","[{\"question\":\"Why does the article propose “cosmopolitanisms” as an analytic for comparative education?\",\"answer\":\"It argues that “cosmopolitanisms” provide a productive way to move beyond traditional area-study paradigms and to understand globalization-related perspectives, geographies, and educational developments.\"},{\"question\":\"What are “vernacular cosmopolitanisms” in the article’s framework?\",\"answer\":\"They are historically specific practical stances and techniques for living, forming solidarities, and managing knowledge and belonging amid local and global assemblages, including relations to estrangement or distance.\"},{\"question\":\"How does the article connect globalization to research strategy challenges in social science?\",\"answer\":\"It highlights the need to develop social-science research strategies suited to emergent social, political, and cultural forms, and claims cosmopolitanisms offer a useful research avenue for this shift.\"}]","Rethinking ‘Cosmopolitanism’ as an Analytic for the Comparative Study of Globalization and Education | PDF",1792090955]