A volume in Education Policy in Practice: Critical Cultural Studies
Series Editors Bradley A. U. Levinson, and Margaret Sutton, Indiana
University This book explores the diversity of American roles in
education for democracy cross-culturally, both within the United
States and around the world. Cross-cultural engagement in education
for democracy inevitably bears the impressions of each culture
involved and the dynamics among them. Even high-priority,
well-funded U.S. government programs are neither monolithic nor
deterministic in their own right, but are rather reshaped, adapted
to their contexts, and appropriated by their partners. These
partners are sometimes called ""recipients"", a problematic label
that gives the misleading impression that partners are relatively
passive in the overall process. The authors pay close attention to
the cultures, contexts, structures, people, and processes involved
in education for democracy. Woven throughout this volume's
qualitative studies are the notions that contacts between powers
and cultures are complex and situated, that agency matters, and
that local meanings play a critical role in the dynamic exchange of
peoples and ideas.The authors span an array of fields that concern
themselves with understanding languages, cultures, institutions,
and the broad horizon of the past that shapes the present: history,
anthropology, literacy studies, policy analysis, political science,
and journalism. This collection provides a rich sampling of the
diverse contexts and ways in which American ideas, practices, and
policies of education for democracy are spread, encountered,
appropriated, rejected, or embraced around the world. This volume
introduces concepts, identifies processes, notes obstacles and
challenges, and reveals common themes that can help us to
understand American influence on education for democracy more
clearly, wherever it occurs.
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