ABSTRACT
In an age of hyper-globalization, global literacies education plays a fundamental role in cultivating critical-ethical dispositions where critical thinking is integrated with ethical ways of seeing, feeling, and relating to diverse others in the world. In the first part of the chapter, the author makes a case for strengthening critical-ethical engagements in global literacies learning as opposed to a decontextualized, instrumental approach to critical thinking observed in many global education frameworks. In the second part, the author distills key pedagogical principles and practices of critical-ethical engagements in literacies learning. Based on three influential philosophers, the author uses their concepts to distill key pedagogical principles. Broadly, these pedagogies encompass Aristotelian phronesis, Confucian remonstrance, and Levinasian interruption. The chapter provides examples of how these may be practiced in global literacies education and discusses how they contribute to the development of cosmopolitan dispositions crucial to supporting hospitable and just societies.
