Rethinking Centre-Periphery Assumptions in the History of Education
Rethinking Centre-Periphery Assumptions in the History of Education

Author: Diana Gonçalves Vidal

Publisher: Taylor & Francis

Published: 2024-03-19

Total Pages: 229

ISBN-13: 1040001440

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This collection encompasses a period that spans two centuries, in which Brazil serves as a point of departure and of arrival for the analyses of circuits that, intertwined within the national borders, stimulate the reflection about international transits, hybridizations, and appropriations in a process of transnational circulation of subjects and artifacts, in which pedagogical and social models and knowledges are not excluded. The chapters deal with voyages, trajectories, and exchanges, rethinking the beliefs that for a long time drove politicians, educators, and scholars in search of the best ways to construct national systems of education. Firstly, because they presupposed the existence of fixed and univocal relationships that start from the supposed center toward the regions perceived as peripheral, with no margin for examining the reverse circuit. Secondly, they elided the perception of those territories as transitory and resulting from historically shifting geographic and symbolic constructions. Lastly, they ratified the violence of the processes of exclusion based on the attribution of subalternities brought about by a historiographic narrative in education that presents itself as a reference.

Reflections on the Operation of the Present System of Education, 1853
Reflections on the Operation of the Present System of Education, 1853

Author: C. C. Andrews

Publisher: Good Press

Published: 2020-03-16

Total Pages: 27

ISBN-13:

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"Reflections on the Operation of the Present System of Education, 1853" by C. C. Andrews offers a thought-provoking and insightful analysis of the prevailing educational system of the mid-nineteenth century. Andrews' profound reflections delve into the challenges and merits of the contemporary education system, offering valuable perspectives on its potential for improvement. This historically significant work serves as a springboard for dialogue on education reform, making it relevant to educators, policymakers, and scholars seeking to shape the future of learning.

Rethinking the History of Education
Rethinking the History of Education

Author: T. Popkewitz

Publisher: Palgrave Macmillan

Published: 2013-06-10

Total Pages: 0

ISBN-13: 9781349433384

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Drawing on a wide variety of traditions and methods in historical studies, from the humanities and social sciences both, this volume considers the questions, methods, goals, and frameworks historians of education from a wide variety of countries use to create the study of the history of education.

Time and the Rhythms of Emancipatory Education
Time and the Rhythms of Emancipatory Education

Author: Michel Alhadeff-Jones

Publisher: Routledge

Published: 2016-10-26

Total Pages: 220

ISBN-13: 1317541286

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Time and the Rhythms of Emancipatory Education argues that by rethinking the way we relate to time, we can fundamentally rethink the way we conceive education. Beyond the contemporary rhetoric of acceleration, speed, urgency or slowness, this book provides an epistemological, historical and theoretical framework that will serve as a comprehensive resource for critical reflection on the relationship between the experience of time and emancipatory education. Drawing upon time and rhythm studies, complexity theories and educational research, Alhadeff-Jones reflects upon the temporal and rhythmic dimensions of education in order to (re)theorize and address current societal and educational challenges. The book is divided into three parts. The first begins by discussing the specificities inherent to the study of time in educational sciences. The second contextualizes the evolution of temporal constraints that determine the ways education is institutionalized, organized, and experienced. The third and final part questions the meanings of emancipatory education in a context of temporal alienation. This is the first book to provide a broad overview of European and North-American theories that inform both the ideas of time and rhythm in educational sciences, from school instruction, curriculum design and arts education, to vocational training, lifelong learning and educational policies. It will be of key interest to academics, researchers and postgraduate students in the fields of philosophy of education, sociology of education, history of education, psychology, curriculum and learning theory, and adult education. The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

Rethinking the Politics of Education
Rethinking the Politics of Education

Author: Nick Peim

Publisher: Routledge

Published: 2022-05-10

Total Pages: 258

ISBN-13: 1351675176

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Rethinking the Politics of Education provides an entirely original rethinking of the modern and contemporary mythology of education. Problematizing the ideas concerning education as fulfilment and redemption, the book critically reviews the association of education with projects of social justice, democracy and improvement. This book argues for a fundamental rethinking of what education is, exploring how things stand with education and educational apparatuses in the contemporary world. It examines relations between educational discourses and their implied ontological stances and offers new ways of thinking that draw on ontological positions from psychoanalytical, philosophical and social discourses. The book contends that education is an essential form of politics and must be understood through a careful examination of its history modes of operation and its basic structures, rather than an idealized version of what it might be. Presenting an original and alternative account of a theoretically informed political ontology of education, the book will be of great interest to academics, researchers and postgraduate students interested in the philosophy of education, the politics of education, educational theory and the sociology of education.

Rethinking Education
Rethinking Education

Author: Roger John Williams

Publisher: New York : Philosophical Library

Published: 1986

Total Pages: 168

ISBN-13:

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The world's most serious problems involve people's inability to peacefully coexist with other people. The only antidote to prejudice, injustice, murder, and terrorism is to develop an understanding of the many different patterns of human life. However, western civilization and its educational systems have developed into fragmented forms, resulting in numerous unrelated disciplines that disregard an overall perspective and do not promote the solution of multifaceted problems. This book proposes the unification of all knowledge and offers ideas for educational systems that consider human problems and prepare persons to live in a complex world. The benefits of interdisciplinary education include the fostering of human understanding, the seeking of mutual efforts toward solutions for human and social problems, and prevention of war. Factors involved in establishing successful interdisciplinary education programs include: (1) positive attitudes; (2) their emphasis and use by instructors; and (3) growth in the number of interdepartmental university seminars, programs, and research efforts. Appendices include information concerning the history, role, and interdependence of humanities, the social sciences, sciences, and ethics. (JHP)

Forms of Education
Forms of Education

Author: Emile Bojesen

Publisher: Routledge

Published: 2019-11-28

Total Pages: 142

ISBN-13: 9781351060677

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Forms of Education analyses the basic tenets of the humanist legacy in terms of its educational ethos, examining its contradictions and its limits, as well as the extent of its capture of educational thought. It develops a broader conception of educational experience, which challenges and exceeds those limits. This book deflates the compulsion to educate. It delegitimises the imposition of any particular practice in education. It defines education, openly and non-restrictively, as the (de)formation of non-stable subjects, arguing that education does not require specific formations, nor the formation of specific forms, only that form does not cease being formed in the experience of the non-stable subject. Exploding and pluralising what amounts to 'education', this book rethinks what might still be called educational experience against and outside the ethos of the humanist legacy that confines its meaning. This book will be of interest to scholars and postgraduate students in the fields of philosophy of education, educational theory, history of education and sociology of education.

Policies and Pedagogies of Canadian Offshore Schools
Policies and Pedagogies of Canadian Offshore Schools

Author: Fei Wang

Publisher: Taylor & Francis

Published: 2024-07-08

Total Pages: 167

ISBN-13: 1040095097

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This book critically examines the international, geopolitical, policy, institutional, and curricular challenges facing Canadian offshore school programs. Bringing together scholars and practitioners concerned with addressing the pedagogical, organizational, curriculum, and policy aspects of this transnational mode of schooling, it represents a ground-breaking exploration of K-12 offshore schools within the wider contexts of global geopolitics and forms of soft power. The book examines the vulnerability that arises from having to manoeuvre political, social, geopolitical, and economic policy simultaneously in both the host and home-licencing countries. It delves into conflicts within the context of neoliberal economic agendas, neocolonial and geopolitical interests, and social class reproduction within host countries. The book is the first scholarly space that questions how international educational initiatives are affected by emerging global threats, such as the recent Covid pandemic. Additionally, it unpacks the question of citizenship and its intersections with social class, immigration, and sociocultural dynamics. It explores how these intersections forge new paths not only to mobility but also to new configurations of power and new spaces of politics and identity. With a range of reflexive, empirical, and theoretical contributions that cover every aspect of offshore schools, the book reassesses the trope of globalization dominated by Eurocentric perspectives. It decompartmentalizes diverse perspectives and insights on the internationalisation of schooling opportunities, and provides an overview of the challenges and possibilities open to offshore schools in different cultural contexts, making it the first comprehensive body of research on this type of schooling. This book will be of great value to researchers, faculty, scholars, and postgraduate students working across international and comparative education. It will be particularly useful to those interested in the intersections betweeneducation and geopolitically situated forms of soft power.