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The field of education policy research is a dense, crowded space
owing to its complicated relationship to different intellectual
histories and the influence of various ontologies or ‘turns’.
To aid comprehension and clarity, this book describes the history,
contribution and application of over 90 keywords in the field of
education policy research. It is designed as a reference, learning
and teaching tool to assist students, educators and researchers
with: • complex learning and teaching; • wider and background
reading and knowledge building; • critical scholarship and
research; • interdisciplinary thinking and writing; • theory
development and application.
The field of education policy research is a dense, crowded space
owing to its complicated relationship to different intellectual
histories and the influence of various ontologies or ‘turns’.
To aid comprehension and clarity, this book describes the history,
contribution and application of over 90 keywords in the field of
education policy research. It is designed as a reference, learning
and teaching tool to assist students, educators and researchers
with: • complex learning and teaching; • wider and background
reading and knowledge building; • critical scholarship and
research; • interdisciplinary thinking and writing; • theory
development and application.
What do we actually do when we research education policy and
governance? Why do we tame the messy hinterland of research into
smooth accounts and what do we lose in the process? In this volume,
distinguished scholars in education policy and governance research
discuss how the practice of methods is messy, subjective, and
provisional. They approach methodology as riddled with tensions,
doubts, troubles, and mundane decisions. Scholarship in this book
shifts from recording the methodological hinterland to putting it
to productive use as resources for thinking about the researched
world and about research itself. This methodological openness helps
to examine how research reproduces scholars’ metaphysics, how
research is a deeply embodied process encompassing all senses, how
scholars’ concerns interfere in the worlds they study, but also
how these equally interfere with researchers. By challenging smooth
methodological accounts which conceal the complex and provisional
nature of research, this book offers new approaches in education
policy and governance research that are more generative,
insightful, and sincere. Offering new ways of thinking about
research methodologies, the book will be of great interest to
researchers, academics, and post-graduate students in the fields of
education research and education theory, as well as social
scientists interested in research methodologies more broadly.
The latest volume in the World Yearbook of Education Series
explores the relationship between education and the globally
prevalent principle of nationalism. This book identifies the
diverse ways in which educational policies, discourses, curricula
and pedagogy embed and promote the concept of "the nation" both
historically and in the age of globalization. By challenging
accounts owed to the discourse of "globalization" which conceal the
presence of national epistemologies and interests in education,
this book offers important insights into the role of education in
making nationalism one of the most enduring and yet easily obscured
forces of our time. Organized into four sections, this book looks
at the following main issues: Historical (re)production of the
nation considers how countries consider and reproduce their
national identity and how this is built on their history Hegemonic
aspirations and interventions examines how instruction technologies
developed during the Cold War have been propagated and disseminated
around the world, how the development of educational policy based
on the human capital theory emerged, and analyzes the extent to
which tech companies are intent on establishing an imperial order
of learning Imperial policies and resurgences of nationalisms
explores how global or imperial policies have been indulged in
different parts of the world and how new forms of nationalism have
been emerging Paradoxes, inconsistencies, and a self-reflection
focuses on nations acting imperially as sites of domestic
injustices, addresses unresolved paradoxes between the global and
the national and includes a historically informed critical review
of the World Yearbooks of Education Bringing together the voices of
researchers from around the globe, The World Yearbook of Education
2022 is ideal reading for anyone interested in learning how
nationalism has affected the expansion of education systems and how
its imperial aspirations are currently affecting education policy
and practice. Chapter 5 of this book is freely available as a
downloadable Open Access PDF at http://www.taylorfrancis.com under
a Creative Commons Attribution (CC-BY) 4.0 license.
What do we actually do when we research education policy and
governance? Why do we tame the messy hinterland of research into
smooth accounts and what do we lose in the process? In this volume,
distinguished scholars in education policy and governance research
discuss how the practice of methods is messy, subjective, and
provisional. They approach methodology as riddled with tensions,
doubts, troubles, and mundane decisions. Scholarship in this book
shifts from recording the methodological hinterland to putting it
to productive use as resources for thinking about the researched
world and about research itself. This methodological openness helps
to examine how research reproduces scholars' metaphysics, how
research is a deeply embodied process encompassing all senses, how
scholars' concerns interfere in the worlds they study, but also how
these equally interfere with researchers. By challenging smooth
methodological accounts which conceal the complex and provisional
nature of research, this book offers new approaches in education
policy and governance research that are more generative,
insightful, and sincere. Offering new ways of thinking about
research methodologies, the book will be of great interest to
researchers, academics, and post-graduate students in the fields of
education research and education theory, as well as social
scientists interested in research methodologies more broadly.
The latest volume in the World Yearbook of Education Series
explores the relationship between education and the globally
prevalent principle of nationalism. This book identifies the
diverse ways in which educational policies, discourses, curricula
and pedagogy embed and promote the concept of "the nation" both
historically and in the age of globalization. By challenging
accounts owed to the discourse of "globalization" which conceal the
presence of national epistemologies and interests in education,
this book offers important insights into the role of education in
making nationalism one of the most enduring and yet easily obscured
forces of our time. Organized into four sections, this book looks
at the following main issues: Historical (re)production of the
nation considers how countries consider and reproduce their
national identity and how this is built on their history. Hegemonic
aspirations and interventions examines how instruction technologies
developed during the Cold War have been propagated and disseminated
around the world, how the development of educational policy based
on the human capital theory emerged, and analyzes the extent to
which tech companies are intent on establishing an imperial order
of learning. Imperial policies and resurgences of nationalisms
explores how global or imperial policies have been indulged in
different parts of the world and how new forms of nationalism have
been emerging. Paradoxes, inconsistencies, and a self-reflection
focuses on nations acting imperially as sites of domestic
injustices, addresses unresolved paradoxes between the global and
the national and includes a historically informed critical review
of the World Yearbooks of Education. Bringing together the voices
of researchers from around the globe, The World Yearbook of
Education 2022 is ideal reading for anyone interested in learning
how nationalism has affected the expansion of education systems and
how its imperial aspirations are currently affecting education
policy and practice.
This book explores childhood and schooling in late socialist
societies by bringing into dialogue public narratives and personal
memories that move beyond imaginaries of Cold War divisions between
the East and West. Written by cultural insiders who were brought up
and educated on the eastern side of the Iron Curtain - spanning
from Central Europe to mainland Asia - the book offers insights
into the diverse spaces of socialist childhoods interweaving with
broader political, economic, and social life. These evocative
memories explore the experiences of children in navigating state
expectations to embody "model socialist citizens" and their mixed
feelings of attachment, optimism, dullness, and alienation
associated with participation in "building" socialist futures.
Drawing on the research traditions of autobiography,
autoethnography, and collective biography, the authors challenge
what is often considered 'normal' and 'natural' in the historical
accounts of socialist childhoods, and engage in (re)writing
histories that open space for new knowledges and vast webs of
interconnections to emerge. This book will be compelling reading
for students and researchers working in education, sociology and
history, particularly those within the interdisciplinary fields of
childhood and area studies. 'The authors of this beautiful book are
professional academics and intellectuals who grew up in different
socialist countries. Exploring "socialist childhoods" in myriad
ways, they draw on memories, and collective history, emotional
insider knowledge and the measured perspective of an analyst. What
emerges is life that was caught between real optimism and dullness,
ethical commitments and ideological absurdities, selfless devotion
to children and their treatment as a political resource. Such
attention to detail and examination of the paradoxical nature of
this time makes this collective effort not only timely but
remarkably genuine.' -Alexei Yurchak, University of California, USA
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