Discourses of Education in the Age of New ImperialismJerome Satterthwaite, Elizabeth Atkinson This fourth volume in the Discourse, Power, Resistance series takes the theme into new territory, setting educational thinking and practice firmly in its global political context. Drawing on schools of thought as diverse as Marxism and eco-feminist theology, the contributors to Part 1 (Global Imperialism and Terror: The Theory and Practice of Othering), led by Peter McLaren, examine the possibilities for critical thinking and transformative practice in the aftermath of 9/11 and the new age of cultural and political imperialism. In Part 2 (Praxis: Thinking and Doing) contributors draw on a range of critical perspectives to examine both the theory and practice of education, taking the reader from the self to the system and back again via dynamic systems theory, flow theory and a multiplicity of diverse (and often conflicting) practices of subversion. The book closes with two radical departures from the norm: a seriously playful transgression into the fields of pop art and film, and a searing poetic lament on the current state of educational policy and practice. As educators, we are all, in William Pinar's words, 'behind enemy lines', in a field which, despite our continued bids for autonomy, is increasingly hijacked by globalizing political forces. This book offers modes of resistance which are startling, unsettling and challenging. It will be of deep interest to students, tutors and researchers in education, policy studies and related fields, and to those who are involved in training, or becoming, the educators of the future. The contributors are Peter McLaren, William Pinar, Mike Cole, Lisa Isherwood, Elizabeth Atkinson, Tamsin Haggis, Sue Clegg, Gill Boag-Munroe, Ros Ollin, Victoria |
Contents
Curriculum studies and the politics of educational reform | 25 |
a Marxist analysis of the teaching | 47 |
Christian theology and the | 65 |
what happens to | 79 |
some insights from | 97 |
closing the pedagogic gap | 113 |
The naming of cats is a difficult matter how far are | 131 |
identity images and icons | 163 |
A FAAB poem | 183 |
Contibutors | 189 |
Common terms and phrases
abstract academic action activity Activity Theory Al-Quaida American analysis argued Atkinson British Educational Research Bush capitalism capitalist challenge chapter Cole complex concept contemporary context create critical pedagogy critique cultural Curriculum Research curriculum studies democracy discourse dominant dynamic systems educa education policy emerge Empire epistemology evidence-based example explore female sexual forms gender glamour global globalisation Goodson Gwen Stefani Handbook of Curriculum higher education ibid identity ideology images imperialism individual intellectual interactions involved Iraq Islamophobia Journal labour language learning liberal London Marxist McLaren mentors Mike Cole misogyny Ofsted organisation Perselli perspective Peter McLaren Pinar political postmodern practice practitioners present professional qualitative research racialisation racism recognise relationship Research Assessment Exercise resistance rhetoric Routledge Satterthwaite sense September 11th Stefani struggle suggest teacher education teaching terror theology theory thinking tion Trentham understanding University Press war on terror Warhol