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Cosmopolitanism and the Age of School Reform

Cosmopolitanism and the Age of School Reform Author Thomas S. Popkewitz
ISBN-10 9781135905187
Release 2012-10-02
Pages 236
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In Cosmopolitanism and the Age of School Reform, noted educationalist Thomas Popkewitz explores turn-of-the-century and contemporary pedagogical reforms while illuminating their complex relation to cosmopolitanism. Popkewitz highlights how policies that include "all children" and leave "no child behind" are rooted in a philosophy of cosmopolitanism—not just in salvation themes of human agency, freedom, and empowerment, but also in the processes of abjection and the differentiation of the disadvantaged, urban, and child left behind as "Other."



Systems of Reason and the Politics of Schooling

Systems of Reason and the Politics of Schooling Author Miguel Pereyra
ISBN-10 9781317696360
Release 2014-06-27
Pages 366
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The 1980s were an important decade for educational inquiry. It was the moment of the “linguistic turn,” with its emphasis on the role of language as a constructor of reality, a structuring agent for institutions such as schools, and a medium for translating knowledge into elements of power for processes of social regulation. Drawing on the work and insights of educational researcher Thomas S. Popkewitz, this book shows how the linguistic turn provided an alternative to both mainline educational research grounded in the ideals of political liberalism and the effort of neo-Marxists to challenge liberal thinking in favor of a scholarship based on class conflict and economic determinism.



Cultural Social and Political Perspectives in Science Education

Cultural  Social  and Political Perspectives in Science Education Author Kathrin Otrel-Cass
ISBN-10 9783319611914
Release 2017-10-20
Pages 211
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This book presents a collection of critical thinking that concern cultural, social and political issues for science education in the Nordic countries. The chapter authors describe specific scenarios to challenge persisting views, interrogate frameworks and trouble contemporary approaches to researching teaching and learning in science. Taking a point of departure in empirical examples from the Nordic countries the collection of work is taking a critical sideways glance at the Nordic education principles. Critical examinations target specifically those who are researching in the fields of science education research to question whether conventional research approaches, foci and theoretical approaches are sufficient in a world of science education that is neither politically neutral, nor free of cultural values. Attention is not only on the individual learner but on the cultural, social and political conditions and contexts in science education. The different chapters review debates and research in teacher education, school teaching and learning including when external stakeholders are involved. Even though the chapters are contextualized in Nordic settings there will be similarities and parallels that will be informative to the international science education research community.



Educating for the 21st Century

Educating for the 21st Century Author Suzanne Choo
ISBN-10 9789811016738
Release 2016-10-20
Pages 490
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All over the world, governments, policymakers, and educators are advocating the need to educate students for the 21st first century. This book provides insights into what this means and the ways 21st century education is theorized and implemented in practice. The first part, “Perspectives: Mapping our futures-in-the-making,” uncovers the contradictions, tensions and processes that shape 21st century education discourses. The second part, “Policies: Constructing the future through policymaking,” discusses how 21st century education is translated into policies and the resulting tensions that emerge from top-down, state sanctioned policies and bottom-up initiatives. The third part, “Practices: Enacting the Future in Local Contexts,” discusses on-the-ground initiatives that schools in various countries around the world enact to educate their students for the 21st century. This volume includes contributions from leading scholars in the field as well as educators from schools and those working with schools.



Rethinking the History of Education

Rethinking the History of Education Author T. Popkewitz
ISBN-10 9781137000705
Release 2013-06-05
Pages 251
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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.



Globalization and the Study of Education

Globalization and the Study of Education Author Thomas S. Popkewitz
ISBN-10 9781444334319
Release 2010-01-26
Pages 289
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This yearbook brings together leading educational scholars who focus on how globalization is reshaping the study of education. Papers challenge long-held assumptions and offer fresh perspectives on significant educational issues Published on behalf of the National Society for the Study of Education



Cosmopolitanism

Cosmopolitanism Author Carol A. Breckenridge
ISBN-10 9780822383383
Release 2002-04-19
Pages 252
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As the final installment of Public Culture’s Millennial Quartet, Cosmopolitanism assesses the pasts and possible futures of cosmopolitanism—or ways of thinking, feeling, and acting beyond one’s particular society. With contributions from distinguished scholars in disciplines such as literary studies, art history, South Asian studies, and anthropology, this volume recenters the history and theory of translocal political aspirations and cultural ideas from the usual Western vantage point to areas outside Europe, such as South Asia, China, and Africa. By examining new archives, proposing new theoretical formulations, and suggesting new possibilities of political practice, the contributors critically probe the concept of cosmopolitanism. On the one hand, cosmopolitanism may be taken to promise a form of supraregional political solidarity, but on the other, these essays argue, it may erode precisely those intimate cultural differences that derive their meaning from particular places and traditions. Given that most cosmopolitan political formations—from the Roman empire and European imperialism to contemporary globalization—have been coercive and unequal, can there be a noncoercive and egalitarian cosmopolitan politics? Finally, the volume asks whether cosmopolitanism can promise any universalism that is not the unwarranted generalization of some Western particular. Contributors. Ackbar Abbas, Arjun Appadurai, Homi K. Bhabha, T. K. Biaya, Carol A. Breckenridge, Dipesh Chakrabarty, Ousame Ndiaye Dago, Mamadou Diouf, Wu Hung, Walter D. Mignolo, Sheldon Pollock, Steven Randall



Teaching in the Knowledge Society

Teaching in the Knowledge Society Author Andy Hargreaves
ISBN-10 9780807743591
Release 2003-01-01
Pages 230
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We are living in a defining moment, when the world in which teachers do their work is changing profoundly. In his latest book, Hargreaves proposes that we have a one-time chance to reshape the future of teaching and schooling and that we should seize this historic opportunity. Hargreaves sets out what it means to teach in the new knowledge society, to prepare young people for a world of creativity and flexibility and to protect them against the threats of mounting insecurity. He provides inspiring examples of schools that operate as creative and caring learning communities and shows how years of "soulless standardization" have seriously undermined similar attempts made by many non-affluent schools. Hargreaves takes us beyond the dead-ends of standardization and divisiveness to a future in which all teaching can be a high-skill, creative, life-shaping mission because "the knowledge society requires nothing less." This major commentary on the state of today's teaching profession in a knowledge-driven world is theoretically original and strategically powerful?a practical, inspiring, and challenging guide to rethinking the work of teaching.



Muslim Cosmopolitanism in the Age of Empire

Muslim Cosmopolitanism in the Age of Empire Author Seema Alavi
ISBN-10 9780674735330
Release 2015
Pages 490
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Seema Alavi challenges the idea that all pan-Islamic configurations are anti-Western or pro-Caliphate. A pan-Islamic intellectual network at the cusp of the British and Ottoman empires became the basis of a global Muslim sensibility—a political and cultural affiliation that competes with ideas of nationhood today as it did in the last century.



Empires Post Coloniality and Interculturality

Empires  Post Coloniality and Interculturality Author Leoncio Vega
ISBN-10 9789462097315
Release 2014-09-24
Pages 282
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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.



Schooling and the Making of Citizens in the Long Nineteenth Century

Schooling and the Making of Citizens in the Long Nineteenth Century Author Daniel Tröhler
ISBN-10 9781136733468
Release 2011-05-09
Pages 328
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This book is a comparative history that explores the social, cultural, and political formation of the modern nation through the construction of public schooling. It asks how modern school systems arose in a variety of different republics and non-republics across four continents during the period from the late eighteenth century to the early twentieth century. The authors begin with the republican preoccupation with civic virtue – the need to overcome self-interest in order to take up the common interest – which requires a form of education that can produce individuals who are capable of self-guided rational action for the public good. They then ask how these educational preoccupations led to the emergence of modern school systems in a disparate array of national contexts, even those that were not republican. By examining historical changes in republicanism across time and space, the authors explore central epistemologies that connect the modern individual to community and citizenship through the medium of schooling. Ideas of the individual were reformulated in the nineteenth century in reaction to new ideas about justice, social order, and progress, and the organization and pedagogy of the school turned these changes into a way to transform the self into the citizen.



For White Folks Who Teach in the Hood and the Rest of Y all Too

For White Folks Who Teach in the Hood    and the Rest of Y all Too Author Christopher Emdin
ISBN-10 9780807006412
Release 2016-03-22
Pages 232
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A New York Times Best Seller Merging real stories with theory, research, and practice, a prominent scholar offers a new approach to teaching and learning for every stakeholder in urban education. Drawing on his own experience of feeling undervalued and invisible in classrooms as a young man of color and merging his experiences with more than a decade of teaching and researching in urban America, award-winning educator Christopher Emdin offers a new lens on an approach to teaching and learning in urban schools. For White Folks Who Teach in the Hood...and the Rest of Y’all Too is the much-needed antidote to traditional top-down pedagogy and promises to radically reframe the landscape of urban education for the better. He begins by taking to task the perception of urban youth of color as unteachable, and he challenges educators to embrace and respect each student’s culture and to reimagine the classroom as a site where roles are reversed and students become the experts in their own learning. Putting forth his theory of Reality Pedagogy, Emdin provides practical tools to unleash the brilliance and eagerness of youth and educators alike—both of whom have been typecast and stymied by outdated modes of thinking about urban education. With this fresh and engaging new pedagogical vision, Emdin demonstrates the importance of creating a family structure and building communities within the classroom, using culturally relevant strategies like hip-hop music and call-and-response, and connecting the experiences of urban youth to indigenous populations globally. Merging real stories with theory, research, and practice, Emdin demonstrates how by implementing the “Seven C’s” of reality pedagogy in their own classrooms, urban youth of color benefit from truly transformative education. For White Folks Who Teach in the Hood...and the Rest of Y'all Too has been featured in MotherJones.com, Education Week, Weekend All Things Considered with Michel Martin, Diverse: Issues in Higher Education, PBS NewsHour.com, Slate, The Washington Post, Scholastic Administrator Magazine, Essence Magazine, Salon, ColorLines, Ebony.com, Huffington Post Education



Inheriting the City

Inheriting the City Author Philip Kasinitz
ISBN-10 9781610446556
Release 2009-12-11
Pages 432
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The United States is an immigrant nation—nowhere is the truth of this statement more evident than in its major cities. Immigrants and their children comprise nearly three-fifths of New York City’s population and even more of Miami and Los Angeles. But the United States is also a nation with entrenched racial divisions that are being complicated by the arrival of newcomers. While immigrant parents may often fear that their children will “disappear” into American mainstream society, leaving behind their ethnic ties, many experts fear that they won’t—evolving instead into a permanent unassimilated and underemployed underclass. Inheriting the City confronts these fears with evidence, reporting the results of a major study examining the social, cultural, political, and economic lives of today’s second generation in metropolitan New York, and showing how they fare relative to their first-generation parents and native-stock counterparts. Focused on New York but providing lessons for metropolitan areas across the country, Inheriting the City is a comprehensive analysis of how mass immigration is transforming life in America’s largest metropolitan area. The authors studied the young adult offspring of West Indian, Chinese, Dominican, South American, and Russian Jewish immigrants and compared them to blacks, whites, and Puerto Ricans with native-born parents. They find that today’s second generation is generally faring better than their parents, with Chinese and Russian Jewish young adults achieving the greatest education and economic advancement, beyond their first-generation parents and even beyond their native-white peers. Every second-generation group is doing at least marginally—and, in many cases, significantly—better than natives of the same racial group across several domains of life. Economically, each second-generation group earns as much or more than its native-born comparison group, especially African Americans and Puerto Ricans, who experience the most persistent disadvantage. Inheriting the City shows the children of immigrants can often take advantage of policies and programs that were designed for native-born minorities in the wake of the civil rights era. Indeed, the ability to choose elements from both immigrant and native-born cultures has produced, the authors argue, a second-generation advantage that catalyzes both upward mobility and an evolution of mainstream American culture. Inheriting the City leads the chorus of recent research indicating that we need not fear an immigrant underclass. Although racial discrimination and economic exclusion persist to varying degrees across all the groups studied, this absorbing book shows that the new generation is also beginning to ease the intransigence of U.S. racial categories. Adapting elements from their parents’ cultures as well as from their native-born peers, the children of immigrants are not only transforming the American city but also what it means to be American.



Conjectures and Refutations

Conjectures and Refutations Author Karl Popper
ISBN-10 9781135971373
Release 2014-05-01
Pages 608
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Conjectures and Refutations is one of Karl Popper's most wide-ranging and popular works, notable not only for its acute insight into the way scientific knowledge grows, but also for applying those insights to politics and to history. It provides one of the clearest and most accessible statements of the fundamental idea that guided his work: not only our knowledge, but our aims and our standards, grow through an unending process of trial and error.



Second International Handbook of Educational Change

Second International Handbook of Educational Change Author Andy Hargreaves
ISBN-10 9048126606
Release 2010-08-13
Pages 1077
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The two volumes of the second edition of the International Handbook of Educational Change comprise a totally new, and updated collection of the most critical and cutting-edge ideas in educational change. Written by the most influential thinkers in the field, these volumes cover educational change at both the theoretical and practical levels. The updated handbook remains connected to the classical concerns of the field, such as educational innovation, reform, and change management, and also offers new insights into educational change that have been brought about by social change and shifting contexts of educational reform. Like the first best selling Handbook, this one will also undoubtedly become an essential resource for people involved in all spheres of education, from classroom teachers, teacher leaders and administrators to educational researchers, curriculum developers, and university professors. No other work provides such a wide-ranging and comprehensive examination of the field of educational change.



Labor of Learning

Labor of Learning Author Alexander M. Sidorkin
ISBN-10 9087907575
Release 2009-01
Pages 202
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This book is about the end of an era in education. It argues that schooling as we know it will cease to exist and be replaced with something else. Education will undergo a radical, fundamental change, replacing traditional compulsory schooling with a market-based system of learning that is finely tuned to demand and does not rely on extra-economic coercion. The premise of the book is to treat school learning as a form of labor. Its genre lies somewhere between educational theory and a political economy of education. The author explores the origins of the contemporary mass schooling models and redefines school learning in terms of labor, with special reference to genesis of education and to the history of childhood in its connection with schooling. Schools are described as islands of non-market, semi-feudal economies in the midst of the sea of markets, which explains some of the most common worries about learning motivation. The book offers several critiques of the most influential thoughts on schooling today: Progressivism, the Human Capital theory, the belief in intrinsic motivation, the voucher movement and the accountability reform. And finally, it outlines two alternative solutions for educational problems which stem from the essential lack of learning motivation. This book is an invitation to resurrect the tradition of asking fundamental questions about education. Improving what is essentially a flawed institution can take us only so far; the author is inviting the reader to go further.



The Future of the Curriculum

The Future of the Curriculum Author Ben Williamson (Educator)
ISBN-10 9780262518826
Release 2013
Pages 139
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Although ideas about digital media and learning have become an important area for educational research, little attention has been given to the practical and conceptual implications for the school curriculum. In this book, Ben Williamson examines a series of contemporary curriculum innovations in the United States, Great Britain, and Australia that reflect the social and technological changes of the digital age. Arguing that the curriculum is always both forward- and rearward-looking, Williamson considers how each of these innovations represents a certain way of understanding the past while also promoting a particular vision of the future. The curriculum initiatives are all examples of what Williamson calls "centrifugal schooling," expressing a vision of education and learning that is decentered, distributed, and dispersed, emphasizing networks and connections. In centrifugal schooling, a curriculum is actively assembled and improvised from a heterogeneous mix of people, groups, coalitions, and institutional structures. Participants in curriculum design and planning include local governments, corporations, foundations, charities, and nongovernmental organizations. Among the curriculum innovations Williamson examines are High Tech High, a charter school network in San Diego that integrates technical and academic education; Opening Minds, a "competence-based" curriculum used in 200 British secondary schools; and Quest to Learn, a "school for digital kids" in New York City (with a sister school in Chicago). He also describes two major partnerships: the Partnership for 21st Century Skills, which advocates for "21st century readiness" for American students; and the Whole Education Alliance in Britain, a network of "third sector" educational organizations.