Empires, Post-Coloniality and Interculturality
Empires, Post-Coloniality and Interculturality

Author: Leoncio Vega

Publisher: Springer

Published: 2014-09-24

Total Pages: 280

ISBN-13: 9462097313

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Empires, Post-Coloniality and Interculturality: The New Challenges for Comparative Education, presents some outcomes of the 25th Conference of the Comparative Education Society in Europe (CESE), held in Salamanca, in June 2012. The central aim proposed for the debates of the Conference revolves around an intellectual effort to re-think and re-direct the scientific discipline of Comparative Education based on the broad cultural trends that influence the internationalization and/or globalization of education. Reconsidering and/or re-thinking our discipline involves studying the influence exerted on it by three major international forces. First, empires, not so much in terms of discipline or governance but more related to cultural, technological and knowledge perspectives. This area addresses both historical process and contemporary circumstances and is expressed through networks, research programs, academic reform in universities supported by criteria of governance and efficiency, transnational mobility, and linguistic monopolies. Second, it is necessary to re-think the influence of post-colonialism in educational models and models of citizens’ education not only from the perspective of their impact on the curricular reorganization of education systems but also of their educational and sociocultural expression. Both forms were acclaimed both in the 19th century and the 20th century within different international geographic contexts. The third component of the discourse triangle is the reconsideration (not only historical) of the impact of migratory fluxes, or better said, of “cultural migrations”, and their relationship with the reordering of curricular and educational processes in both education systems and in the social framework. Education is now in a transition from “monoculture” to multiple cultures in the classroom. This publication is structured along four themes that illustrate the academic contributions to the Conference. The themes are as follows: I. From Empires, History and Memory: Comparative Studies of Education, II. Learning and Assessment Processes: an International Perspective, III. Transnational Education and Colonial Approach, IV. International Education: Comparative Dimensions.

Identities and Education
Identities and Education

Author: Stephen Carney

Publisher: Bloomsbury Publishing

Published: 2021-01-28

Total Pages: 280

ISBN-13: 1350141305

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Education is central to the project of individual and collective identity formation, national development and international relations, and is crucial in moments of crisis. What should be the agenda of study and action for education in such times? Identities and Education engages with this crucial question, seeking to examine and problematise our contemporary moment. Through the heuristic of the concept of identity, it specifically aims at creating a space for understanding our current challenges and considering the potential of education to address them. Contributors in this volume explore identity, crisis and education, not only in interdisciplinary, inter-sectional, relational and eclectic ways, but also through comparative lens. The book includes contributions from leading scholars from Austria, Cyprus, Germany, Greece, Portugal, the UK, and the USA and covers issues and themes including fear, hope, refugee education and global citizenship education.

Teacher Education and Teaching as Struggling for the Soul
Teacher Education and Teaching as Struggling for the Soul

Author: Thomas S. Popkewitz

Publisher: Routledge

Published: 2017-06-26

Total Pages: 255

ISBN-13: 1315466031

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Challenging conventional ways of thinking about school reforms and teacher education, this book analyses how the "knowledge systems" which organize how teachers’ observe, supervise, and evaluate children produces norms that have the effect of excluding children who are poor and of color. Building on Struggling for the Soul (1998), his original study of the day-to-day life of new teachers in the Teach for America program, Popkewitz delves deeper into how the teaching and learning practices of urban and rural schools. Applying an ethnographic focus to how difference and divisions are produced to exclude despite efforts to include, he explores the complexities of educational change and raises important questions about the politics of schooling, knowledge and power. This book provides an original way of thinking about ethnography through a critical post-foundational approach. Conceptually focusing the ethnography of "the system of reason" that organizes teacher practices, the analysis offers a critical lens to understand the contemporary politics of school reform, the limits of teacher research, and suggests why current teacher and teacher education reforms may conserve the very conditions required for change. Beyond its relevance to U.S. schools, the conceptual and methodological resources of the book have relevance internationally, especially given the global important of education responding to cultural and social diversity through teacher and teacher education reforms.

Regimes of Belonging – Schools – Migrations
Regimes of Belonging – Schools – Migrations

Author: Lydia Heidrich

Publisher: Springer Nature

Published: 2021-12-14

Total Pages: 444

ISBN-13: 3658291893

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This edited volume aims to critically discuss in how far the national orientation of schools and teacher education is appropriate in light of increasing migration and transnationality. The contributions offer ideas from teacher education research and school pedagogical practice in different nation-state contexts such as Austria, Canada, Chile, Greece, Israel, Japan, Switzerland, Turkey, the UK, and the USA. They ask which empirical and theoretical approaches are suitable for describing the phenomena of pedagogical-professional dealings with migration-related and transnational demands on schools. In raising this question, they do not reduce the analytical focus on migrants, their migration paths, actions or attitudes. Instead, the authors analyse the global interconnectedness and entanglements – each embedded in their specific national and global societal power structures and hierarchical relationships – and the country-specific and transnational structures and contextual conditions of schools and teacher education.

Modern Schooling and Trajectories of Exclusion
Modern Schooling and Trajectories of Exclusion

Author: Divya Kannan

Publisher: Taylor & Francis

Published: 2023-10-10

Total Pages: 187

ISBN-13: 1000965279

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A timely enquiry into the disjuncture between schooling and society, this book aims to examine the specific spatialities and temporalities of modern schooling through which non-normative childhoods are constructed as the ‘provincial other’. A large body of critical scholarship has engaged with the ways in which modern schooling draws upon certain situated, normative ideals of child development and is uneasy in its attempts to accommodate childhoods that are situated outside of this normative framework. The COVID-19 pandemic, in fact, was a further reminder of how schooling, in its current form, is limited in its abilities to address childhoods that spatio-temporally disrupt the assumptions of the ‘normal’ and ‘stable’. Together, the authors of this edited volume examine the ways in which modern schooling, ‘excludes’, despite set policies for inclusion, and how ‘provincialized’ children respond to this. Cutting across a range of disciplines from history and anthropology to sociology and childhood studies, statistics and demography, and a range of research methodologies, from archival to ethnographic, the chapters draw upon these various disciplines in unpacking the structures of modern schooling. Modern Schooling and Trajectories of Exclusion will be a key resource for academics, researchers, and advanced students of education, sociology, research methods, childhood studies and social sciences. The chapters included in this book were originally published as a special issue of Children's Geographies.

The Reason of Schooling
The Reason of Schooling

Author: Thomas S. Popkewitz

Publisher: Routledge

Published: 2014-09-04

Total Pages: 281

ISBN-13: 1317702611

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Problematizing the "reason" of schooling as historical and political, in this book leading international and interdisciplinary scholars challenge the common sense of schooling and the relation of society, education, and curriculum studies. Examining the limits of contemporary notions of power and schooling, the argument is that the principles that order school subjects, the curriculum, and teaching reforms are historical practices that govern what is thought, acted on, and talked about. Highlighting the dynamics of social exclusion, the normalizing of people through curriculum, and questions of social inclusion, The "Reason" of Schooling underscores the urgency for rethinking curriculum research.

The Impracticality of Practical Research
The Impracticality of Practical Research

Author: Thomas Stanley Popkewitz

Publisher: University of Michigan Press

Published: 2020-04-16

Total Pages: 299

ISBN-13: 0472126423

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There is an alluring desire that research should lead us to find the practical knowledge that enables people to live a good life in a just and equitable society. This desire haunted the 19th century emergence of the social sciences as a discipline, then became more pronounced in the postwar mobilizations of research. Today that desire lives on in the international assessments of national schools and in the structure of professional education, both of which influence government modernization of schools and also provide for people’s well-being. American policy thus reflects research in which reforms are verified by “scientific, empirical evidences” about “what works” in experiments, and “will work” therefore in society. The book explores the idea that practical and useful knowledge changes over time, and shows how this knowledge has been (re)visioned in contemporary research on educational reform, instructional improvement, and professionalization. The study of science draws on a range of social and cultural theories and historical studies to understand the politics of science, as well as scientific knowledge that is concerned with social and educational change. Research hopes to change social conditions to create a better life, and to shape people whose conduct embodies these valued characteristics—the good citizen, parent, or worker. Yet this hope continually articulates the dangers that threaten this future. Thomas Popkewitz explores how the research to correct social wrongs is paradoxically entangled with the inscription of differences that ultimately hamper the efforts to include.

China’s Education, Curriculum Knowledge and Cultural Inscriptions
China’s Education, Curriculum Knowledge and Cultural Inscriptions

Author: Weili Zhao

Publisher: Routledge

Published: 2018-06-27

Total Pages: 307

ISBN-13: 1351848119

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With a focus on the role of discourse and language in education, this book examines China’s educational reform from an original perspective that avoids mapping on Westernized educational sensibilities to a Chinese environment. Zhao untangles the tradition-modernity division expressed in China’s educational language about the body and teacher-student difference. Exploring the historical and cultural implications of the ways China’s schooling is talked about and acted upon, Zhao argues that Chinese notion "wind" (feng) is a defining aspect of Chinese teaching and learning. Incorporating Western and Chinese literature, this book explores the language of education, curriculum, and knowledge on a cross-cultural landscape and as cultural inscriptions.

The Story-Time of the British Empire
The Story-Time of the British Empire

Author: Sadhana Naithani

Publisher: Univ. Press of Mississippi

Published: 2010-05-12

Total Pages: 160

ISBN-13: 1604734566

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In The Story-Time of the British Empire, author Sadhana Naithani examines folklore collections compiled by British colonial administrators, military men, missionaries, and women in the British colonies of Africa, Asia, and Australia between 1860 and 1950. Much of this work was accomplished in the context of colonial relations and done by non-folklorists, yet these oral narratives and poetic expressions of non-Europeans were transcribed, translated, published, and discussed internationally. Naithani analyzes the role of folklore scholarship in the construction of colonial cultural politics as well as in the conception of international folklore studies. Since most folklore scholarship and cultural history focuses exclusively on specific nations, there is little study of cross-cultural phenomena about empire and/or postcoloniality. Naithani argues that connecting cultural histories, especially in relation to previously colonized countries, is essential to understanding those countries' folklore, as these folk traditions result from both internal and European influence. The author also makes clear the role folklore and its study played in shaping intercultural perceptions that continue to exist in the academic and popular realms today. The Story-Time of the British Empire is a bold argument for a twenty-first-century vision of folklore studies that is international in scope and that understands folklore as a transnational entity.