This book engages with the writings of W.G. Sebald, mediated by perspectives drawn from curriculum and architecture, to explore the theme of unsettling complacency and confront difficult knowledge around trauma, discrimination and destruction. Moving beyond overly instrumentalist and reductive approaches, the authors combine disciplines in a scholarly fashion to encourage readers to stretch their understandings of currere. The chapters exemplify important, timely and complicated conversations centred on ethical response and responsibility, in order to imagine a more just and aesthetically experienced world. In the analysis of BILDUNG as human formation, the book illuminates the pertinent lessons to be learned from the works of Sebald and provokes further investigations into the questions of memory, grief, and limits of language. Through its juxtaposition of curriculum and architecture, and using the prose of Sebald as a prism, the book revitalizes questions about education and ethics, probes the unsettling of complacency, and enables conversation around difficult knowledge and ethical responsibility, as well as offering hope and resolve. An important intervention in standard approaches to understanding currere, this book provides essential context for scholars and educators with interests in the history of education, curriculum architectural education and practice studies, memory studies, narrative research, Sebaldian studies, and educational philosophy.

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.

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.

This account of social life in three high schools combines a theoretical analysis and methodological awareness with a detailed study of social life in high schools. The emphasis is on how social relations differentially organize the meanning of the self for youths in different socioeconomic environments. The social psychology of school is a class social psychology and what is described are the cultural and social processes for which a class self is enacted in different high schools.

This account of social life in three high schools combines a theoretical analysis and methodological awareness with a detailed study of social life in high schools. The emphasis is on how social relations differentially organize the meanning of the self for youths in different socioeconomic environments. The social psychology of school is a class social psychology and what is described are the cultural and social processes for which a class self is enacted in different high schools.

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.

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.