Offering new and unique approaches bridging the gap between cultural analysis and governmentality studies in the United States, this book opens up new lines of inquiry into cultural practices and offers fresh perspectives on Foucault's writings and their implications for cultural studies. It provides critical frameworks to analyze cultural practices and strategies of governing as ways of understanding the present. It also broadens the theater of intellectual debates over "culture and governing" studies from their current locales in Australia and Great Britain to the United States.

Spaces of New Colonialism is an edited volume of 16 essays and interviews by prominent and emerging scholars who examine how the restructuring of capitalist globalization is articulated to key sites and institutions that now cut an ecumenical swath across human societies. The volume is the product of sustained, critical rumination on current mutations of space and material and cultural assemblages in key institutional flashpoints of contemporary societies undergoing transformations sparked by neoliberal globalization. The flashpoints foregrounded in this edited volume are concentrated in the nexus of schools, museums and the city. The book features an intense transnational conversation within an online collective of scholars who operate in a variety of disciplines and speak from a variety of locations that cut across the globe, north and south. Spaces of New Colonialism began as an effort to connect political dynamics that commenced with the Arab spring and uprisings and protests against white-on-black police violence in US cities to a broader reading of the career, trajectory and effects of neoliberal globalization. Contributors look at key flashpoints or targets of neoliberalism in present-day societies: the school, the museum and the city. Collectively, they maintain that the election of Donald Trump and the Brexit movement in England marked a political maturation, not a mere aberration, of some kind-evidence of some new composition of forces, new and intensifying forms of stratification, ultimately new colonialism-that now distinctively characterizes this period of neoliberal globalization.

Cultural Studies, Education, and Youth: Beyond Schools, edited by Benjamin Frymer, Matthew Carlin, and John Broughton, addresses the new cultural landscapes which increasingly "educate" our youth. With essays from both emerging and established scholars, the book explores the ways media and popular culture have a growing impact on our youth, their identities, and everyday lives. In our highly mediated world, the nature of education has been dramatically transformed and taken way beyond the walls of our schools. Identities are formed, values learned, and relationships developed in the worlds of pop culture and media spaces. Each author brings a different lens to the study of education beyond the classroom. From the re-emergence of Che Guevara to the effects of an increasingly virtual culture, this collection critically attends to the changing nature of education and the impact of culture in the lives of youth. Cultural Studies, Education, and Youth: Beyond Schools raises significant questions and offers important insights for teachers, youth, scholars, and practitioners, alike.

For more than three decades Michael Apple has sought to uncover and articulate the connections among knowledge, teaching and power in education. Beginning with Ideology and Curriculum (1979), Apple moved to understand the relationship between and among the economy, political and cultural power in society on the one hand "and the ways in which education is thought about, organized and evaluated" on the other. This edited collection invites several of the world's leading education scholars to reflect on the relationships between education and power and the continued impact of Apple's scholarship. Like Apple's work itself, the essays will span a range of disciplines and inequalities; emancipatory educational practices; and the linkage between the economy and race, class and gender formation in relation to schools.

This stunning new edition retains the book's broad aims, intended audience, and multidisciplinary approach. New chapters take into account the more current backdrop of globalization, particularly events such as 9/11, and attendant developments that make a reconsideration of race relations in education quite urgent. The timely entries foreground the complex intersection of race with the dynamic variables of popular culture, identity formation and state/public policy formulation in the new millennium. Throughout, the emphasis is on multidisciplinary approaches and analyses that seek to integrate contemporary issues concerning race and education in the U.S. within a broader global context of center-periphery relations.

Elite Schools in Globalizing Circumstances foregrounds the richly theoretical and empirically-based work of an international cast of scholars seeking to break out of the confines of the methodological nationalism that now governs so much of contemporary scholarship on schooling. Based on a 5-year extended global ethnography of elite schools in nine different countries-countries defined by colonial pasts linked to England-the contributors make a powerful case for the rethinking of elite schools and elite class formation theory in light of contemporary processes of globalization and transnational change. Prestigious, high-status schools have long been seen as critical institutional vehicles directly contributing to the societal processes of elite selection and reproduction. This book asserts that much has changed and that these schools can no longer rest on their past laurels and accomplishments. Instead they must re-cast their heritages and tradition in order to navigate the new globally competitive educational field enabling them to succeed in a world in which the globalization of educational markets, the global ambitions and imaginations of school youth, and the emergence of new powerful players peddling entrepreneurial models of curriculum and education, have placed contemporary schooling under tremendous pressure. This insightful and though-provoking volume provides a well-researched perspective on the nature of contemporary schooling in the globalizing era. This book was originally published as a special issue of Globalisation, Societies and Education.

Multicultural Curriculum is a collection of original essays offering alternative theories, classroom teaching methods and policies that are designed to promote true cultural understanding and equality.

"The Uses of Culture," a collection of nine of Cameron McCarthy's most provocative essays, explores the issues of race, educational reform and cultural politics. This volume looks at the limitations of the cultural exceptionalism which underwrite current curriculum projects such as Afrocentrism, Multiculturalism and Eurocentrism.
Drawing upon a variety of literatures as well as popular culture, McCarthy contends that any single ruling identity at the core of a curriculum will be restricting. He offers as a solution a curriculum reform based on the complex, cultural linkages and associations that exist among all human groups, which acknowledge their many sources of knowledge.

Elite Schools in Globalizing Circumstances foregrounds the richly theoretical and empirically-based work of an international cast of scholars seeking to break out of the confines of the methodological nationalism that now governs so much of contemporary scholarship on schooling. Based on a 5-year extended global ethnography of elite schools in nine different countries-countries defined by colonial pasts linked to England-the contributors make a powerful case for the rethinking of elite schools and elite class formation theory in light of contemporary processes of globalization and transnational change. Prestigious, high-status schools have long been seen as critical institutional vehicles directly contributing to the societal processes of elite selection and reproduction. This book asserts that much has changed and that these schools can no longer rest on their past laurels and accomplishments. Instead they must re-cast their heritages and tradition in order to navigate the new globally competitive educational field enabling them to succeed in a world in which the globalization of educational markets, the global ambitions and imaginations of school youth, and the emergence of new powerful players peddling entrepreneurial models of curriculum and education, have placed contemporary schooling under tremendous pressure. This insightful and though-provoking volume provides a well-researched perspective on the nature of contemporary schooling in the globalizing era. This book was originally published as a special issue of Globalisation, Societies and Education.

The eighteen original essays in this collection, woven together, make a central claim: as a consequence of the new driving logics of globalization, transnationalism, and the digital age, all late-modern institutions and forms of association and affiliation are coalescing under the banner of new identities. These logics have unsettled the processes of the social integration of modern subjects into late-modern institutions. The modern subject is being remade and reproduced in a context in which the relations between government, society, the individual, and market forces have undergone profound transformations and reorganization. As such, critical/cultural theory is needed to address these transformations in a way that moves beyond dystopian or utopian frameworks, and instead point to the particularities that make this moment (un)livable. Hence, this book is divided into four sections in which contributors map these new, volatile developments across the domains of disciplinary history, technology, the body, and neoliberal programs of cultural and economic globalization.

The eighteen original essays in this collection, woven together, make a central claim: as a consequence of the new driving logics of globalization, transnationalism, and the digital age, all late-modern institutions and forms of association and affiliation are coalescing under the banner of new identities. These logics have unsettled the processes of the social integration of modern subjects into late-modern institutions. The modern subject is being remade and reproduced in a context in which the relations between government, society, the individual, and market forces have undergone profound transformations and reorganization. As such, critical/cultural theory is needed to address these transformations in a way that moves beyond dystopian or utopian frameworks, and instead point to the particularities that make this moment (un)livable. Hence, this book is divided into four sections in which contributors map these new, volatile developments across the domains of disciplinary history, technology, the body, and neoliberal programs of cultural and economic globalization.

Based on an ethnography of Fort St. George Museum in Chennai (formerly Madras), India, Remembering Empire explores the public and private politics of preserving the memory of the British period in the former seat of the British East India Company. K.E. Supriya shows how the preservation of artifacts and paintings from the British period has become a means through which the imperialist politics of empire are reworked in the cultural memory of the South Indian people. Field-work in the museum and extensive interviews across three generations show how Indians reconcile with the Britishness of Indian identity. Woven throughout is the author's probing commentary on the significance of affirmative conversations about racialized pasts in the United States. Remembering Empire essential reading for anyone interested in postcolonial India and the politics of cultural memory.

Awarded Best Book prize by CIES Globalization and Education SIG Awarded 2nd Prize in the Society of Educational Studies Annual Book Prize Elite schools have always been social choreographers par excellence. The world over, they put together highly dexterous performances as they stage and restage changing relations of ruling. They are adept at aligning their social choreographies to shifting historical conditions and cultural tastes. In multiple theatres, they now regularly rehearse the irregular art of being global. Elite schools around the world are positioned at the intersecting pinnacles of various scales, systems and regimes of social, cultural, political and economic power. They have much in common but are also diverse. They illustrate how various modalities of power are enjoyed and put to work and how educational and social inequalities are shaped and shifted. They, thus, speak to the social zeitgeist. This book dissects this intricate choreography.

Spaces of New Colonialism is an edited volume of 16 essays and interviews by prominent and emerging scholars who examine how the restructuring of capitalist globalization is articulated to key sites and institutions that now cut an ecumenical swath across human societies. The volume is the product of sustained, critical rumination on current mutations of space and material and cultural assemblages in key institutional flashpoints of contemporary societies undergoing transformations sparked by neoliberal globalization. The flashpoints foregrounded in this edited volume are concentrated in the nexus of schools, museums and the city. The book features an intense transnational conversation within an online collective of scholars who operate in a variety of disciplines and speak from a variety of locations that cut across the globe, north and south. Spaces of New Colonialism began as an effort to connect political dynamics that commenced with the Arab spring and uprisings and protests against white-on-black police violence in US cities to a broader reading of the career, trajectory and effects of neoliberal globalization. Contributors look at key flashpoints or targets of neoliberalism in present-day societies: the school, the museum and the city. Collectively, they maintain that the election of Donald Trump and the Brexit movement in England marked a political maturation, not a mere aberration, of some kind-evidence of some new composition of forces, new and intensifying forms of stratification, ultimately new colonialism-that now distinctively characterizes this period of neoliberal globalization.

For more than three decades Michael Apple has sought to uncover and articulate the connections among knowledge, teaching and power in education. Beginning with Ideology and Curriculum (1979), Apple moved to understand the relationship between and among the economy, political and cultural power in society on the one hand "and the ways in which education is thought about, organized and evaluated" on the other. This edited collection invites several of the world's leading education scholars to reflect on the relationships between education and power and the continued impact of Apple's scholarship. Like Apple's work itself, the essays will span a range of disciplines and inequalities; emancipatory educational practices; and the linkage between the economy and race, class and gender formation in relation to schools.

This stunning new edition retains the book's broad aims, intended audience, and multidisciplinary approach. New chapters take into account the more current backdrop of globalization, particularly events such as 9/11, and attendant developments that make a reconsideration of race relations in education quite urgent.

Multicultural Curriculum is a collection of original essays offering alternative theories, classroom teaching methods and policies that are designed to promote true cultural understanding and equality.

Awarded Best Book prize by CIES Globalization and Education SIG Awarded 2nd Prize in the Society of Educational Studies Annual Book Prize Elite schools have always been social choreographers par excellence. The world over, they put together highly dexterous performances as they stage and restage changing relations of ruling. They are adept at aligning their social choreographies to shifting historical conditions and cultural tastes. In multiple theatres, they now regularly rehearse the irregular art of being global. Elite schools around the world are positioned at the intersecting pinnacles of various scales, systems and regimes of social, cultural, political and economic power. They have much in common but are also diverse. They illustrate how various modalities of power are enjoyed and put to work and how educational and social inequalities are shaped and shifted. They, thus, speak to the social zeitgeist. This book dissects this intricate choreography.

In addition to providing an accessible introduction to postcolonial theory, the authors explore the enormous potential which postcolonial art offers educators - a wealth of material to draw upon for any rethinking of the school curriculum. Some of the artists discussed in this groundbreaking volume include: African-American critic and writer James Baldwin; Trinidadian intellectual and activist C. L. R. James; Novelist Wilson Harris of Guyana; African-American novelist and Nobel laureate Toni Morrison; The painter Arnaldo Roche-Rabell of Puerto Rico; The Australian artist Gordon Bennett; The Haitian-Puerto Rican-American artist Jean-Michel Basquiat; Plus a look at popular ""world musics"" from around the globe.