Schooling in Modernity
Schooling in Modernity

Author: Paola Bonifazio

Publisher: University of Toronto Press

Published: 2014-05-27

Total Pages: 322

ISBN-13: 1442669489

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Between 1948 and the end of the 1950s, Italian and American government agencies and corporations commissioned hundreds of short films for domestic and foreign consumption on topics such as the fight against unemployment, the transformation of rural and urban spaces, and the re-establishment of democratic regimes in Italy and throughout Europe. In Schooling in Modernity, Paola Bonifazio investigates the ways in which these sponsored films promoted a particular vision of modernization and industry and functioned as tools to govern the Italian people. The author uses extensive archival research and various theoretical approaches to examine the politics of sponsored filmmaking in postwar Italy. Among the many topics explored are target audiences and audience response, sources of funding, censorship, debates on cinematic realism, and the connections and differences between American and Italian strategies and styles of documentary filmmaking. Insightful and richly detailed, Schooling in Modernity shows the importance of these under-appreciated films in the postwar modernization process, the transition from Fascism to democracy, and Italy’s involvement in the Cold War.

Zygmunt Bauman on Education in Liquid Modernity
Zygmunt Bauman on Education in Liquid Modernity

Author: Shaun Best

Publisher: Routledge

Published: 2019-06-25

Total Pages: 183

ISBN-13: 1351003178

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Zygmunt Bauman on Education in Liquid Modernity evaluates the contribution that Bauman has made to education studies. It outlines the central themes within social analysis in Bauman’s writings, and examines how researchers have applied his key ideas to explore current theoretical issues. The book focuses on Bauman’s ideas in relation to the management and consumption of education, including topics such as student voice and individual identity; relationships and inclusive education. Identifying and discussing underpinning assumptions about Bauman’s work and its application to education, the book addresses the connection between his work and wider debates, providing a critical and clarifying re-examination of Bauman’s contribution to the role of education within solid, post and liquid modernity. This book will appeal to academics, researchers and postgraduate students of education theory and the sociology of education. It will be of great interest to readers seeking a critical appreciation and application of Bauman’s work to an educational context and Bauman scholars interested in the application of contemporary social theory to education and its role in identity formation in areas such as sex and relationships education.

Being Modern in China
Being Modern in China

Author: Paul Willis

Publisher: John Wiley & Sons

Published: 2019-11-11

Total Pages: 184

ISBN-13: 1509538321

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This book analyses modernity and tradition in China today and how they combine in striking ways in the Chinese school. Paul Willis – the leading ethnographer and author of Learning to Labour – shows how China has undergone an internal migration not only of masses of workers but also of a mental and ideological kind to new cultural landscapes of meaning, which include worship of the glorified city, devotion to consumerism, and fixation upon the smartphone and the internet. Massive educational expansion has been a precondition for explosive economic growth and technical development, but at the same time the school provides a cultural stage for personal and collective experience. In its closed walls and the inescapability of its ‘scores’, an astonishing drama plays out between the new and the old, with a tapestry of intricate human meanings woven of small tragedies and triumphs, secret promises and felt betrayals, helping to produce not only exam results but cultural orientations and occupational destinies. By exploring the cultural dimension of everyday experience as it is lived out in the school, this book sheds new light on the enormous transformations that have swept through China and created the kind of society that it is today: a society that is obsessed with the future and at the same time structured by and in continuous dialogue with its past.

Language, Nation, and Identity in the Classroom
Language, Nation, and Identity in the Classroom

Author: David Hemphill

Publisher: Counterpoints

Published: 2015

Total Pages: 0

ISBN-13: 9781433123726

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Language, Nation, and Identity in the Classroom critiques the normalizing aspects of schooling and the taken-for-granted assumptions in education about culture, identity, language, and learning. The text applies theories of postmodernism, postcolonialism, and other critical cultural theories from disciplines often overlooked in the field of education. The authors illustrate the potential of these theories for educators, offering a nuanced critical analysis of the role schools play in nationalistic enterprises and colonial projects. The book fills the current gap between simplified, ahistorical applications of multiculturalism and critical theory texts with only narrow applicability in the field. This clearly written alternative offers both an entry point to rigorous primary theoretical sources and broad applications of the scholarship to everyday practice in a range of PreK-12 classrooms and adult education settings globally. The text is designed for educators and advanced undergraduate or graduate students in the growing number of courses that address issues of cultural diversity, equity in education, multiculturalism, social and cultural foundations of education, literary studies, and educational policy.

Language in Late Modernity
Language in Late Modernity

Author: Ben Rampton

Publisher: Cambridge University Press

Published: 2006-02-23

Total Pages: 476

ISBN-13: 9780521812634

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Provides a sociolinguistic account of classroom interaction, based on research in an inner-city high school.

Critical Theories and the Budapest School
Critical Theories and the Budapest School

Author: John Rundell

Publisher: Routledge

Published: 2017-12-06

Total Pages: 507

ISBN-13: 1315472430

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Critical Theories and the Budapest School brings together new perspectives on the Budapest School in the context of contemporary developments in critical theory. Engaging with the work of the prominent group of figures associated with Georg Lukács, this book sheds new light on the unique and nuanced critiques of modernity offered by this school, informed as its members’ insights have been by first-hand experiences of Nazism, Soviet-type societies, and the liberal-democratic West. With studies of topics central to contemporary critical theory, such as the political and historical consciousness of modernity, the importance of bio-politics, the complexity of the human condition, and the relevance of comedy and friendship to developing critical perspectives, the authors draw on the works of Ágnes Heller, Maria Márkus, György Márkus, and Ferenc Fehér, demonstrating their enduring relevance to critical theory today and the ways in which these philosophers can inform new perspectives on culture and politics. An innovative reassessment of the Budapest School and the importance of its legacy, this book opens a much-needed and neglected dialogue with other schools and traditions of critical theorizing that will be of interest to scholars of sociology, philosophy, and social theory.

Education and Modernity in Colonial Punjab
Education and Modernity in Colonial Punjab

Author: Michael Philipp Brunner

Publisher: Springer Nature

Published: 2020-11-23

Total Pages: 292

ISBN-13: 3030535142

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This book explores the localisation of modernity in late colonial India. As a case study, it focuses on the hitherto untold colonial history of Khalsa College, Amritsar, a pioneering and highly influential educational institution founded in the British Indian province of Punjab in 1892 by the religious minority community of the Sikhs. Addressing topics such as politics, religion, rural development, militarism or physical education, the study shows how Sikh educationalists and activists made use of and ‘localised’ communal, imperial, national and transnational discourses and knowledge. Their modernist visions and schemes transcended both imperialist and mainstream nationalist frameworks and networks. In its quest to educate the modern Sikh – scientific, practical, disciplined and physically fit – the college navigated between very local and global claims, opportunities and contingencies, mirroring modernity’s ambivalent simultaneity of universalism and particularism.

Post-Truth, Fake News
Post-Truth, Fake News

Author: Michael A. Peters

Publisher: Springer

Published: 2018-02-17

Total Pages: 233

ISBN-13: 9811080135

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This edited collection brings together international authors to discuss the meaning and purpose of higher education in a “post-truth” world. The editors and authors argue that notions such as “fact” and “evidence” in a post-truth era must be understood not only politically, but also socially and epistemically. The essays philosophically examine the post-truth environment and its impact on education with respect to our most basic ideas of what universities, research and education are or should be. The book brings together authors working in Australia, China, Croatia, Romania, Canada, New Zealand, Portugal, Sweden, UK and USA.

Classical Humanism and the Challenge of Modernity
Classical Humanism and the Challenge of Modernity

Author: Bas van Bommel

Publisher: Walter de Gruyter GmbH & Co KG

Published: 2015-03-10

Total Pages: 368

ISBN-13: 3110391406

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In scholarship, classical (Renaissance) humanism is usually strictly distinguished from 'neo-humanism', which, especially in Germany, flourished at the beginning of the 19th century. While most classical humanists focused on the practical imitation of Latin stylistic models, 'neohumanism' is commonly believed to have been mainly inspired by typically modern values, such as authenticity and historicity. Bas van Bommel shows that whereas 'neohumanism' was mainly adhered to at the German universities, at the Gymnasien a much more traditional educational ideal prevailed, which is best described as 'classical humanism.' This ideal involved the prioritisation of the Romans above the Greeks, as well as the belief that imitation of Roman and Greek models brings about man's aesthetic and moral elevation. Van Bommel makes clear that 19th century classical humanism dynamically related to modern society. On the one hand, classical humanists explained the value of classical education in typically modern terms. On the other hand, competitors of the classical Gymnasium laid claim to values that were ultimately derived from classical humanism. 19th century classical humanism should therefore not be seen as a dried-out remnant of a dying past, but as the continuation of a living tradition.

Education, Modernity, and Fractured Meaning
Education, Modernity, and Fractured Meaning

Author: Donald W. Oliver

Publisher: SUNY Press

Published: 1989-01-01

Total Pages: 272

ISBN-13: 9780887069413

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An indictment of the ideology of modernity, which has resulted in our leading incoherent and fragmented lives, Oliver and Gershman's book explores the profound paradigmatic differences that exist among the world's people and describes a rich theory of knowing and being, commonly called "process philosophy." The promise of process philosophy is in its potential to allow us to participate more fully in the flow of all of time and nature. But what does it mean for a teacher and student in the learning situation to have a process point of view? The authors also discuss many of the various implications in regard to language, space, power relationships, and time as they place process philosophy in the educational context.