This book offers a critical and deconstructive account of global
discourses on education, arguing that these overblown
?hypernarratives? are neither economically, technically nor
philosophically defensible. Nor even sane. Their ?mythic economic
instrumentalism? mimic rather than meet the economic needs of
global capitalism in ways that the Crash of 2008 brings into vivid
disarray. They reduce national education to the same ?hollowed out?
state as national capitalisms, subject to global pseudo-accountancy
and fads. The book calls for a philosophical and methodological
revolution, arguing for more transformative narratives that remodel
qualitative inquiry, particularly in addressing a more performative
rather than representative ideal.
The first part of the book aims to critique, deconstruct and
satirise contemporary assumptions about educational achievement and
outputs, the nature of contemporary educational discourses, and the
nature of the professionalism that sustain them. The second part
offers innovative postmodernist ways of reconstructing a theory and
methodology that aims at ?educating the local? rather than
succumbing to the fantasies of the universal.
This is a very timely book in that the economic crisis
re-exposes the mythic nature of education-economic linkages,
putting discourses prefaced on such ?connections? into parallel
crisis. Our global educational discourses have also crashed, and
new futures need urgently to be found. Such a ?turnaround? is both
proposed and argued for. The book will appeal to a wide range of
readers who are committed to educational and cultural change, and
who are interested in a new politics of education. It will have an
immediate relevance and appeal in the UK, USA, Australia and New
Zealand in particular.
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