What does educational policy-making and institutional practice
entail in an era of globalization? Global interactions challenge
conventional assumptions governing the certainty of geographical
boundedness; simplistic notions of citizenship and identity; fixed
notions of time, space and movement, and clear distinctions between
economic modes of production and consumption. Irving Epstein argues
that conventional educational institutions and the policies that
support them tend to ignore such anxiety by affirming a belief in
educational modernism to the exclusion of other possibilities. What
is missing in most of these analyses is an appreciation for the
role of affect in determining how our encounters with these
practices become significant and how our efforts to find meaning in
those policies and practices lead to their acceptance or rejection.
This book is the first application of affect theory to comparative
education themes and shows how it can help to form a more robust
discussion of the policy-making process and the popular reactions
to it. After discussing the key concepts associated with affect
theory, he presents a total of six case studies. Three of the cases
depict relationships between educational, cultural, and social
organizations whose purposes conflict with one another but whose
presence is indicative of a loss of faith in the efficacy of public
schooling. Three of the cases are illustrative of an even greater
systematic rejection of educational institutional aim and purpose.
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