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Author: Thomas Popkewitz
Publisher: Routledge
ISBN: 0429595409
Category : Education
Languages : en
Pages : 273
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Book Description
The book brings together contributions from curriculum history, cultural studies, visual cultures, and science and technology studies to explore the international mobilizations of the sciences related to education during the post-World War Two years. Crossing the boundaries of education and science studies, it uniquely examines how the desires of science to actualize a better society were converted to the search for remaking social life that paradoxically embodied cultural differences and social divisions. The book examines how cybernetics and systems theories traveled and were assembled to turn schools into social experiments and laboratories for change. Explored are the new comparative technologies of quantification and the visualization of educational data used in the methods of mass observation. The sciences not only about the present but also the potentialities of societies and people in the psychologies of childhood; concerns for individual development, growth, and creativity; teacher education; and the quantification and assessments of educational systems. The book also explores how the categories and classifications of the sciences formed at intersections with the humanities, the arts, and political practices. This informative volume will be of interest to researchers, academics, and postgraduate students in the fields of curriculum studies, the history of the social sciences, the history of education, and cultural studies, and to educators and school leaders concerned with education policy.
Author: Thomas Popkewitz
Publisher: Routledge
ISBN: 0429595409
Category : Education
Languages : en
Pages : 273
Get Book Here
Book Description
The book brings together contributions from curriculum history, cultural studies, visual cultures, and science and technology studies to explore the international mobilizations of the sciences related to education during the post-World War Two years. Crossing the boundaries of education and science studies, it uniquely examines how the desires of science to actualize a better society were converted to the search for remaking social life that paradoxically embodied cultural differences and social divisions. The book examines how cybernetics and systems theories traveled and were assembled to turn schools into social experiments and laboratories for change. Explored are the new comparative technologies of quantification and the visualization of educational data used in the methods of mass observation. The sciences not only about the present but also the potentialities of societies and people in the psychologies of childhood; concerns for individual development, growth, and creativity; teacher education; and the quantification and assessments of educational systems. The book also explores how the categories and classifications of the sciences formed at intersections with the humanities, the arts, and political practices. This informative volume will be of interest to researchers, academics, and postgraduate students in the fields of curriculum studies, the history of the social sciences, the history of education, and cultural studies, and to educators and school leaders concerned with education policy.
Author: Sarah Van Ruyskensvelde
Publisher: Walter de Gruyter GmbH & Co KG
ISBN: 3110623455
Category : History
Languages : en
Pages : 510
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Book Description
This volume brings together important theoretical and methodological issues currently being debated in the field of history of education. The contributions shed insightful and critical light on the historiography of education, on issues of de-/colonization, on the historical development of the educational sciences and on the potentiality attached to the use of new and challenging source material.
Author: Weili Zhao
Publisher: Routledge
ISBN: 1000541274
Category : Education
Languages : en
Pages : 270
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Book Description
This volume uncovers the colonial epistemologies that have long dominated the transfer of curriculum knowledge within and across nation-states and demonstrates how a historical approach to uncovering epistemological colonialism can inform an alternative, relational mode of knowledge transfer and negotiation within curriculum studies research and praxis. World leaders in the field of curriculum studies adopt a historical lens to map the negotiation, transfer, and confrontation of varied forms of cultural knowledge in curriculum studies and schooling. In doing so, they uniquely contextualize contemporary epistemes as historically embedded and politically produced and contest the unilateral logics of reason and thought which continue to dominate modern curriculum studies. Contesting the doxa of comparative reason, the politics of knowledge and identity, the making of twenty-first century educational subjects, and multiculturalism, this volume offers a relational onto-epistemic network as an alternative means to dissect and overcome epistemological colonialism. This text will benefit researchers, academics, and educators with an interest in curriculum studies as well as the study of international and comparative education. Those interested in post-colonial discourses and the philosophy of education will also benefit from the volume.
Author: Radhika Gorur
Publisher: Taylor & Francis
ISBN: 1003831966
Category : Education
Languages : en
Pages : 288
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Book Description
This book explores a new repertoire for critique in the sociology of contemporary education, focusing on emerging social theories that respond to contemporary challenges in education, education policy and governance. Presenting a variety of approaches in the sociology of education including pragmatist critical sociology, neo-Marxism, post-digital sociology, new materialisms, affirmative critique of education, and post-colonial studies, the chapters in this book engage in a novel, collective dialogue and reflection on the affordances, limitations and challenges of emerging social theories in contemporary education. The book further justifies this novel approach through inclusion of a series of interviews with leading scholars and thinkers from within and outside the field of education on the subject of critique in contemporary society and education. The book offers relevant global and decolonial perspectives to study current transformations, drawing on innovations in theorizing and empirical illustrations from different countries. Highlighting alternative visions of these transformations in an era of globalization, fragmentation, and growing nationalism, this cutting-edge book will be of great interest to researchers, academics and postgraduate students in the fields of the sociology of education, the philosophy of education, social theory, political science and comparative policy and politics more broadly.
Author: John Benedicto Krejsler
Publisher: Springer Nature
ISBN: 3031354346
Category : Education
Languages : en
Pages : 319
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Book Description
This book discusses national school policy reforms in a number of key European countries and shows how these are framed in transnational collaborations that meet with national particularities and contestations. It gives an overview of school policy developments that represents the diversity of Europe within a comparative framework. It takes point of departure in the fact that European countries in their school and education policies have been increasingly aligning with each other, mostly via transnational collaborations, the OECD, EU, and the Bologna Process. Even the IEA has been instrumental to motivate alignments by means of influential surveys, knowledge production and methodological development. This alignment in terms of common standards, social technologies, qualification frameworks and so forth have aimed at facilitating mobility of students, workers, business and so forth as well as fostering a European identity among citizens from Europe’s patchwork of small and medium-size countries, representing a patchwork of different languages, cultures and societal contexts. In national recontextualizations, however, alignments have been continuously contested according to the particularities of what has been possible educationally and politically in the different national contexts. Furthermore, the return of national(isms) as well as the rise of edubusiness and digitalization have been increasingly influential. This book thus concludes that increasing transnational alignments have to be observed with meticulous attention to different national contexts that matter greatly.
Author: John Baldacchino
Publisher: Bloomsbury Publishing
ISBN: 1350334111
Category : Education
Languages : en
Pages : 529
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Book Description
This handbook is the first reference work to explore and define what continental philosophy of education is or could be, and what its boundaries are, serving as a point of entry for those who need an overview of the ideas in the field. The book includes 34 chapters written by leading scholars based in Belgium, Canada, China, Croatia, Cyprus, Denmark, Finland, Germany, Hong Kong, Iceland, Ireland, Israel, Lithuania, the Netherlands, Norway, New Zealand, Sweden, Taiwan, the UK and the USA. It is subdivided into three sections covering the metaphysics, ethics and aesthetics of education and the chapters focus on philosophical concepts such as otherness, empathy and personhood and problems including political influences on education and the limits of education. The contributors discuss a range of continental thinkers and look at how their work has influenced the wider field of philosophy of education.
Author: Mary Hayden
Publisher: Routledge
ISBN: 100048100X
Category : Education
Languages : en
Pages : 256
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Book Description
This book addresses issues and challenges arising in the theory and practice of international education. Written by leading international experts in the field, it draws on up-to-date scholarship relating to this burgeoning area of study. The book reflects research that focuses on the increasing importance worldwide of the international schools sector. Acknowledging the seminal contribution made to development of the field by Professor Jeff Thompson, it discusses topical and fundamental questions relating to international education that are faced by researchers and practitioners. These include the aims of international education, its underpinning philosophy and values, the role of curriculum, the nature of pedagogy in this context and challenges for teaching and leadership. The volume is research-focused and comprises chapters from well-regarded experts based in 11 different countries who have academic and professional experience in teaching and researching international education. As a major contribution to this growing field of knowledge in a rapidly changing educational context, this book will be of great interest to academics, students and researchers in the field of international education worldwide, as well as those with research interests in comparative education and curriculum studies.
Author: Iulian Cananau
Publisher: Rowman & Littlefield
ISBN: 1538160927
Category : Political Science
Languages : en
Pages : 243
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Book Description
The contributors to this volume reflect on the phenomenon and concept of populism in relation to democracy and the humanities from the vantage points of various disciplinary backgrounds: philosophy, history of ideas, media and communication, journalism, political science, gender studies, organization science, education theory, popular culture, and literary studies. While the study of populism seems to have become a subfield within political science, this topic has been rarely explored by scholars in the humanities. Rather than contribute to the already established area of populism studies in social and political sciences, our authors take a more open and exploratory stance through which they attempt to open up new fields and directions for inquiry from an interdisciplinary humanistic perspective. Struggling with problems of relevance, impact, and visibility, the humanities have a special responsibility to address this topic, not only because it is relevant for their multidisciplinary scope, but also because the humanities stand for the values of thoughtfulness, in-depth reflection, critical thinking, weighty and thorough analysis. The humanities’ very existence constitutes a guaranty against what is often described as populism.
Author: Christopher Hill
Publisher: Routledge
ISBN: 1000521834
Category : Education
Languages : en
Pages : 195
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Book Description
This book examines issues of identity; positionality; community; value and relevance, to explore where transnational higher education is headed and what form it may take moving forwards. Transnational higher education has traditionally been viewed through the lens of access. Now, the authors argue, higher education must think more closely about impact and legacy as changing patterns of student recruitment, reduced options for mobility and the need to establish value for money will be at the heart of the next stage of evolution. Drawing on international case studies from Europe, the Middle East and Central Asia, the book outlines the past, present and future of higher education working across national boundaries, and the extent to which this represents the globalisation of the university sector. The book opens with an analysis of the role of the university in both local and global contexts, moving on to explore policy and collaboration and then looking at emerging trends and activity in international higher education. The final section draws directly from students, to give their perspective and understanding of the core themes throughout the book. This volume will have a wide readership amongst higher education scholars, undergraduate and postgraduate students and policy makers.
Author: Sarah Murray
Publisher: Routledge
ISBN: 1000480208
Category : Education
Languages : en
Pages : 148
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Book Description
This volume provides an in-depth, comparative examination of how primary mathematics education is influenced by national education reform, policy, local resources, and culture in three different countries. By drawing on first-hand observations and interviews, as well as analysis of policy documents and learning resources, the book considers the viability of transferring best practices in primary mathematics education across global contexts. Three diverse countries – Ghana, the US, and Singapore – are explored. Similarities and differences are highlighted, and the influence of national and regional initiatives related to pedagogical strategies, teacher education, and cultural expectations are considered, to offer an insightful examination of how best practices might be shared across borders. This book will benefit researchers, academics, and postgraduate scholars with an interest in international and comparative education, mathematics, and educational policy. Those with a specialization in primary mathematics education, including pedagogy and teacher preparation, will also benefit from this book.
