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A Field in Discussion
Comparative Education: A Field in Discussion is a personal reflection on the field of comparative education from the perspective of one scholar who has been active in the field since the 1980s. In the 1960s and 1970s many scholars attempted to develop a science of comparative education, and those diverse efforts formed the backdrop to the study of comparative education in the 1980s. In this volume, the author, who was originally educated as a physical scientist, draws upon those earlier attempts, at the same time introducing new insights from the complexity of science and systems theory.
David Turner argues that these new insights should lead us away from a positivist vision of science, largely based on nineteenth century ideas of scientific method, and challenge us to accept that concepts are fluid, change over time, and are frequently contested. Nonetheless, those same concepts are essential to the way that we think of ourselves, our environment and the institutions that we inhabit.
Caught between the generalisations that our concepts force on us, and our wish to capture the specificity of each personal history, the activity that we engage in is comparative education.
David Turner argues that these new insights should lead us away from a positivist vision of science, largely based on nineteenth century ideas of scientific method, and challenge us to accept that concepts are fluid, change over time, and are frequently contested. Nonetheless, those same concepts are essential to the way that we think of ourselves, our environment and the institutions that we inhabit.
Caught between the generalisations that our concepts force on us, and our wish to capture the specificity of each personal history, the activity that we engage in is comparative education.
A Field in Discussion
Comparative Education: A Field in Discussion is a personal reflection on the field of comparative education from the perspective of one scholar who has been active in the field since the 1980s. In the 1960s and 1970s many scholars attempted to develop a science of comparative education, and those diverse efforts formed the backdrop to the study of comparative education in the 1980s. In this volume, the author, who was originally educated as a physical scientist, draws upon those earlier attempts, at the same time introducing new insights from the complexity of science and systems theory.
David Turner argues that these new insights should lead us away from a positivist vision of science, largely based on nineteenth century ideas of scientific method, and challenge us to accept that concepts are fluid, change over time, and are frequently contested. Nonetheless, those same concepts are essential to the way that we think of ourselves, our environment and the institutions that we inhabit.
Caught between the generalisations that our concepts force on us, and our wish to capture the specificity of each personal history, the activity that we engage in is comparative education.
David Turner argues that these new insights should lead us away from a positivist vision of science, largely based on nineteenth century ideas of scientific method, and challenge us to accept that concepts are fluid, change over time, and are frequently contested. Nonetheless, those same concepts are essential to the way that we think of ourselves, our environment and the institutions that we inhabit.
Caught between the generalisations that our concepts force on us, and our wish to capture the specificity of each personal history, the activity that we engage in is comparative education.
This series is an edition dedicated to the revival of the critical approaches of key thinkers whose thought has strongly influenced and shaped educational theory: Rousseau, Marx, Gramsci, Dewey, Marcuse, Rogers, Freire, Derrida, Foucault, Said and Butler. In this first edition the series includes eleven monographs in total, each approximately sixty pages long with three chapters, a brief introduction, a bibliographical essay, a glossary and series of study questions. The aim is designed to provide cheap and accessible texts for students that give clear accounts of these thinkers and their significance for educational theory. The monographs are written by a group of internationally renown scholars whose own work embodies the critical ethos.
The ISATT conference series represents an effort to compile international research and practices on Teacher Education. It draws upon a variety of educational approaches, procedures, and teaching contexts where the field takes form. The aims and scope of the ISATT book series is to promote and bring together the best papers presented at the Biennial conferences of the association. The ISATT’s main goal is to increase insights into the identity, role, contexts and work of teachers, and the process of teaching.
From Policy to Philosophy
Series:
Educational Futures, Volume: 76
This book provides a distinctive perspective on some of the ways in which performativity, as an expression of neoliberal and managerialist thinking, ‘works’ in specific policy contexts. It pays particular attention to higher education and considers how the logic of performativity reconfigures our sense of what it means to engage in worthwhile research, what it means to be ‘well’, and, ultimately, what it means to be human.
Philosophy of education, conceived not just as a domain of scholarly activity but as a way of life, rubs against the grain of performativity. In a performance-driven world, efficiency, measurability and predictability are all important. A philosophical life in education is often unpredictable, uncertain and ‘inefficient’; it creates a kind of intellectual restlessness that can never be fully satisfied.
Performativity, Politics and Education: From Policy to Philosophy suggests that the current obsession with productivity, performance and prosperity is misguided. It argues that policies and practices underpinned by the principle of performativity are dehumanising and offers an alternative approach: an orientation to education grounded in a philosophy of hope and underpinned by a commitment to collegiality, constructive critique and ongoing dialogue.
Philosophy of education, conceived not just as a domain of scholarly activity but as a way of life, rubs against the grain of performativity. In a performance-driven world, efficiency, measurability and predictability are all important. A philosophical life in education is often unpredictable, uncertain and ‘inefficient’; it creates a kind of intellectual restlessness that can never be fully satisfied.
Performativity, Politics and Education: From Policy to Philosophy suggests that the current obsession with productivity, performance and prosperity is misguided. It argues that policies and practices underpinned by the principle of performativity are dehumanising and offers an alternative approach: an orientation to education grounded in a philosophy of hope and underpinned by a commitment to collegiality, constructive critique and ongoing dialogue.
From Policy to Philosophy
Series:
Educational Futures, Volume: 76
This book provides a distinctive perspective on some of the ways in which performativity, as an expression of neoliberal and managerialist thinking, ‘works’ in specific policy contexts. It pays particular attention to higher education and considers how the logic of performativity reconfigures our sense of what it means to engage in worthwhile research, what it means to be ‘well’, and, ultimately, what it means to be human.
Philosophy of education, conceived not just as a domain of scholarly activity but as a way of life, rubs against the grain of performativity. In a performance-driven world, efficiency, measurability and predictability are all important. A philosophical life in education is often unpredictable, uncertain and ‘inefficient’; it creates a kind of intellectual restlessness that can never be fully satisfied.
Performativity, Politics and Education: From Policy to Philosophy suggests that the current obsession with productivity, performance and prosperity is misguided. It argues that policies and practices underpinned by the principle of performativity are dehumanising and offers an alternative approach: an orientation to education grounded in a philosophy of hope and underpinned by a commitment to collegiality, constructive critique and ongoing dialogue.
Philosophy of education, conceived not just as a domain of scholarly activity but as a way of life, rubs against the grain of performativity. In a performance-driven world, efficiency, measurability and predictability are all important. A philosophical life in education is often unpredictable, uncertain and ‘inefficient’; it creates a kind of intellectual restlessness that can never be fully satisfied.
Performativity, Politics and Education: From Policy to Philosophy suggests that the current obsession with productivity, performance and prosperity is misguided. It argues that policies and practices underpinned by the principle of performativity are dehumanising and offers an alternative approach: an orientation to education grounded in a philosophy of hope and underpinned by a commitment to collegiality, constructive critique and ongoing dialogue.
Ideas and Practices from the U.S.A., India, Russia, and China
This book examines the interplay between education and society in the 20th and early 21st centuries and addresses philosophical views and educational aims with their associated values for community-based learning in the U.S.A., India, Russia, and China. The philosophical background of community-based learning in these countries relies both on national philosophical traditions and on reformist ideas in international schools of thought—over time opposition to certain international pedagogical ideas surfaced in these countries.
The authors offer a comprehensive picture of community-based learning in education and demonstrate how teachers can make learning more functional and holistic so that students can work in new situations within their complex worlds. School-specific descriptions reveal how teachers and students implemented community-based projects at different times.
The authors offer a comprehensive picture of community-based learning in education and demonstrate how teachers can make learning more functional and holistic so that students can work in new situations within their complex worlds. School-specific descriptions reveal how teachers and students implemented community-based projects at different times.
Ideas and Practices from the U.S.A., India, Russia, and China
This book examines the interplay between education and society in the 20th and early 21st centuries and addresses philosophical views and educational aims with their associated values for community-based learning in the U.S.A., India, Russia, and China. The philosophical background of community-based learning in these countries relies both on national philosophical traditions and on reformist ideas in international schools of thought—over time opposition to certain international pedagogical ideas surfaced in these countries.
The authors offer a comprehensive picture of community-based learning in education and demonstrate how teachers can make learning more functional and holistic so that students can work in new situations within their complex worlds. School-specific descriptions reveal how teachers and students implemented community-based projects at different times.
The authors offer a comprehensive picture of community-based learning in education and demonstrate how teachers can make learning more functional and holistic so that students can work in new situations within their complex worlds. School-specific descriptions reveal how teachers and students implemented community-based projects at different times.
This collection of essays incorporates some of the most important and longstanding foundational texts in education developed by the leading educational neo-Gramscian social theorist Peter McLaren. The volume provides a much necessary framework for understanding more precisely not only the historical and philosophical foundations for McLaren’s ideas, but even more importantly, it unpacks a clear understanding of the dynamics of ideological production framing the epistemicidal nature of capitalist schools.
The chapters provide state of the art approaches grounded in both Marxist social theory and ‘post-critical’ sensibilities. They show the unique opportunities provided by critical theoretical approaches towards revolutionary pedagogies which are crucial to address the current challenges one is facing locally, nationally, and internationally.
"Critical Theory: Rituals, Pedagogies and Resistance speaks to the current challenges we face as humanity, not only situating them historically, but also securitizing the role that our educational institutions, curriculum matrixes and teacher education programs have played in such social havoc. It provides crucial insights, not only to help a better understanding of the accomplishments produced by the critical educational and curriculum river in the struggle against the educational and curriculum epistemicide, but also to help explore alternative ways responsive to the world’s endless epistemological difference and diversity. While the future of our field needs to go beyond Peter McLaren’s intellectual thesaurus, it cannot certainly avoid going through him. The itinerant curriculum theory – and the ICTheorists – are conscious about that." – João M. Paraskeva, Professor of Educational Leadership and Policy Studies, University of Strathclyde
The chapters provide state of the art approaches grounded in both Marxist social theory and ‘post-critical’ sensibilities. They show the unique opportunities provided by critical theoretical approaches towards revolutionary pedagogies which are crucial to address the current challenges one is facing locally, nationally, and internationally.
"Critical Theory: Rituals, Pedagogies and Resistance speaks to the current challenges we face as humanity, not only situating them historically, but also securitizing the role that our educational institutions, curriculum matrixes and teacher education programs have played in such social havoc. It provides crucial insights, not only to help a better understanding of the accomplishments produced by the critical educational and curriculum river in the struggle against the educational and curriculum epistemicide, but also to help explore alternative ways responsive to the world’s endless epistemological difference and diversity. While the future of our field needs to go beyond Peter McLaren’s intellectual thesaurus, it cannot certainly avoid going through him. The itinerant curriculum theory – and the ICTheorists – are conscious about that." – João M. Paraskeva, Professor of Educational Leadership and Policy Studies, University of Strathclyde
This collection of essays incorporates some of the most important and longstanding foundational texts in education developed by the leading educational neo-Gramscian social theorist Peter McLaren. The volume provides a much necessary framework for understanding more precisely not only the historical and philosophical foundations for McLaren’s ideas, but even more importantly, it unpacks a clear understanding of the dynamics of ideological production framing the epistemicidal nature of capitalist schools.
The chapters provide state of the art approaches grounded in both Marxist social theory and ‘post-critical’ sensibilities. They show the unique opportunities provided by critical theoretical approaches towards revolutionary pedagogies which are crucial to address the current challenges one is facing locally, nationally, and internationally.
"Critical Theory: Rituals, Pedagogies and Resistance speaks to the current challenges we face as humanity, not only situating them historically, but also securitizing the role that our educational institutions, curriculum matrixes and teacher education programs have played in such social havoc. It provides crucial insights, not only to help a better understanding of the accomplishments produced by the critical educational and curriculum river in the struggle against the educational and curriculum epistemicide, but also to help explore alternative ways responsive to the world’s endless epistemological difference and diversity. While the future of our field needs to go beyond Peter McLaren’s intellectual thesaurus, it cannot certainly avoid going through him. The itinerant curriculum theory – and the ICTheorists – are conscious about that." – João M. Paraskeva, Professor of Educational Leadership and Policy Studies, University of Strathclyde
The chapters provide state of the art approaches grounded in both Marxist social theory and ‘post-critical’ sensibilities. They show the unique opportunities provided by critical theoretical approaches towards revolutionary pedagogies which are crucial to address the current challenges one is facing locally, nationally, and internationally.
"Critical Theory: Rituals, Pedagogies and Resistance speaks to the current challenges we face as humanity, not only situating them historically, but also securitizing the role that our educational institutions, curriculum matrixes and teacher education programs have played in such social havoc. It provides crucial insights, not only to help a better understanding of the accomplishments produced by the critical educational and curriculum river in the struggle against the educational and curriculum epistemicide, but also to help explore alternative ways responsive to the world’s endless epistemological difference and diversity. While the future of our field needs to go beyond Peter McLaren’s intellectual thesaurus, it cannot certainly avoid going through him. The itinerant curriculum theory – and the ICTheorists – are conscious about that." – João M. Paraskeva, Professor of Educational Leadership and Policy Studies, University of Strathclyde
A Centennial Reflection
This book celebrates the centennial of Dewey’s visit to China (1919–1921). Reflecting on the history of Dewey’s visit is critical to understanding China’s modernization and to reevaluating the early efforts of the radical intellectuals in the May Fourth Movement (1919), some of whom were Dewey’s students at Columbia University. This study also helps us to critically reflect on the China-US relationship for our contemporary world. The historical, philosophical and comparative perspectives applied in this book may shed light on current conflicts. Dewey’s thoughts were well-received by different scholars but also misperceived or misinterpreted in different historical periods. This project tries to understand the challenges of both cultures (Chinese and Western) by using this historical episode as a distant mirror to better perceive and understand the present.
By reviewing this historical event, we also find new space to reinterpret Eastern philosophies such as Confucianism and Buddhism. We find that there’s some surprising commonalities shared by Confucianism, Buddhism, and Deweyan pragmatism that provide possibilities for seeking a more inclusive conceptual framework for education in the West as well as the East.
By reviewing this historical event, we also find new space to reinterpret Eastern philosophies such as Confucianism and Buddhism. We find that there’s some surprising commonalities shared by Confucianism, Buddhism, and Deweyan pragmatism that provide possibilities for seeking a more inclusive conceptual framework for education in the West as well as the East.
A Centennial Reflection
This book celebrates the centennial of Dewey’s visit to China (1919–1921). Reflecting on the history of Dewey’s visit is critical to understanding China’s modernization and to reevaluating the early efforts of the radical intellectuals in the May Fourth Movement (1919), some of whom were Dewey’s students at Columbia University. This study also helps us to critically reflect on the China-US relationship for our contemporary world. The historical, philosophical and comparative perspectives applied in this book may shed light on current conflicts. Dewey’s thoughts were well-received by different scholars but also misperceived or misinterpreted in different historical periods. This project tries to understand the challenges of both cultures (Chinese and Western) by using this historical episode as a distant mirror to better perceive and understand the present.
By reviewing this historical event, we also find new space to reinterpret Eastern philosophies such as Confucianism and Buddhism. We find that there’s some surprising commonalities shared by Confucianism, Buddhism, and Deweyan pragmatism that provide possibilities for seeking a more inclusive conceptual framework for education in the West as well as the East.
By reviewing this historical event, we also find new space to reinterpret Eastern philosophies such as Confucianism and Buddhism. We find that there’s some surprising commonalities shared by Confucianism, Buddhism, and Deweyan pragmatism that provide possibilities for seeking a more inclusive conceptual framework for education in the West as well as the East.
Volume Editor:
Brian Lozenski
This book takes the reader through a complex and precarious journey to understand the multitude of educational experiences and perspectives of African Americans. Weaving through nearly four hundred years of history beginning in pre-colonial West Africa all the way to our current time will challenge the reader to consider the debates, aspirations, and risks that are inherent in all education. Using hip-hop theory as a metaphor, the book explores how fugitivity, abolition, and accommodation have framed the educational contexts of millions of black folks in the US. Absent the understanding of the history of the racialization of education, any broader exploration of education in the US is insufficient.
Volume Editor:
Brian Lozenski
This book takes the reader through a complex and precarious journey to understand the multitude of educational experiences and perspectives of African Americans. Weaving through nearly four hundred years of history beginning in pre-colonial West Africa all the way to our current time will challenge the reader to consider the debates, aspirations, and risks that are inherent in all education. Using hip-hop theory as a metaphor, the book explores how fugitivity, abolition, and accommodation have framed the educational contexts of millions of black folks in the US. Absent the understanding of the history of the racialization of education, any broader exploration of education in the US is insufficient.
Selected Essays on Education by Zhong Qiquan
Authors of Greek and Roman philosophical protreptics imitate a kind of exhortation initially associated with Socrates, creating a thread of typically protreptic intertextuality that classifies protreptic as a genre of philosophical literature. Tracing this intertextuality from the Socratic authors to Boethius, the book shows how Greek and Roman protreptics define philosophy as a revisionary form of education, articulate the ultimate goals of this education, and associate their authors and audiences with philosophy as a new discursive practice and a new way of living. These texts constitute the first chapter in the history of educational revision and thus offer thoughts that continue to inform every debate on educational goals.
Authors of Greek and Roman philosophical protreptics imitate a kind of exhortation initially associated with Socrates, creating a thread of typically protreptic intertextuality that classifies protreptic as a genre of philosophical literature. Tracing this intertextuality from the Socratic authors to Boethius, the book shows how Greek and Roman protreptics define philosophy as a revisionary form of education, articulate the ultimate goals of this education, and associate their authors and audiences with philosophy as a new discursive practice and a new way of living. These texts constitute the first chapter in the history of educational revision and thus offer thoughts that continue to inform every debate on educational goals.