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Abstract

What does it mean, then, when we adopt and advocate a standpoint that is not tied to a single locus or body of experience, that in fact attempts to expand possibility rather than narrow it, that simultaneously values context while recognizing disconnection from it? What are the implications for thinking, teaching and doing, when the standpoint urges us to look outward and inward at the same time, demanding that we be rooted in the local even as we trace its threads to and from the global? In this essay, I respond to the provocation offered by Girginova et al. as they argue for a global standpoint in media and communication research, asking for a nuanced approach to positionality that allows for openness in both research and teaching.

Keywords

critical pedagogy de-westernization Global South global standpoint modernities postcoloniality

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A global communications standpoint: What might that mean?

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