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This book addresses the relationship between the production of
social problems in educational policy, the research practices
required to inform policy, and the daily production of normalcies
and differences in school contexts. It reports on the opportunities
and consequences for policy, research, and practice when normalcy
is stigmatized at the same level as difference. The book employs a
critical analysis combining queer, feminist, and
post-representational theories to understand the implications of
dominant ways of understanding the division between normal and
different subjectivities and how they reiterate structures of
inequality in schools.
Imagining Time and Space in Universities presents critical
theorizations of time and space to analyze discourses and practices
of globalization and internationalization. As both dimensions have
been understood in separate and hierarchical modes limited
attention is given to cultural meanings embedded in these
institutional policies and practices.
This book addresses the relationship between the production of
social problems in educational policy, the research practices
required to inform policy, and the daily production of normalcies
and differences in school contexts. It reports on the opportunities
and consequences for policy, research, and practice when normalcy
is stigmatized at the same level as difference. The book employs a
critical analysis combining queer, feminist, and
post-representational theories to understand the implications of
dominant ways of understanding the division between normal and
different subjectivities and how they reiterate structures of
inequality in schools.
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