Global Fragments offers an innovative analysis of globalization that aims to circumvent the sterile dichotomies that either praise or demonize globalization. Eduardo Mendieta applies an interdisciplinary approach to one of the most fundamental experiences of globalization: the mega-urbanization of humanity. The claim that globalization unsettles our epistemic maps of the world is tested against a study of Latin America. Mendieta also recontextualizes the work of three major theorists of globalization--Enrique Dussel, Cornel West, and Jurgen Habermas--to show how their thinking reflects engagement with central problems of globalization and, conversely, how globalization itself is exemplified through the reception of their work. Beyond the epistemic hubris of social theories that seek to accept or reject a globalized world, Mendieta calls for a dialogic cosmopolitanism that departs from the mutuality of teaching and learning in a world that is global but not totalized.
Language
English
Pages
226
Format
Hardcover
Publisher
State University of New York Press
Release
October 04, 2007
ISBN
0791472574
ISBN 13
9780791472576
Global Fragments: Latinamericanisms, Globalizations, and Critical Theory
Global Fragments offers an innovative analysis of globalization that aims to circumvent the sterile dichotomies that either praise or demonize globalization. Eduardo Mendieta applies an interdisciplinary approach to one of the most fundamental experiences of globalization: the mega-urbanization of humanity. The claim that globalization unsettles our epistemic maps of the world is tested against a study of Latin America. Mendieta also recontextualizes the work of three major theorists of globalization--Enrique Dussel, Cornel West, and Jurgen Habermas--to show how their thinking reflects engagement with central problems of globalization and, conversely, how globalization itself is exemplified through the reception of their work. Beyond the epistemic hubris of social theories that seek to accept or reject a globalized world, Mendieta calls for a dialogic cosmopolitanism that departs from the mutuality of teaching and learning in a world that is global but not totalized.