Uneven space-times of education : historical sociologies of concepts, methods and practices
著者
書誌事項
Uneven space-times of education : historical sociologies of concepts, methods and practices
(World yearbook of education, 2018)
Routledge, 2018
- : hbk
大学図書館所蔵 全10件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
Includes bibliographical references and index
内容説明・目次
内容説明
This latest volume in the World Yearbook of Education Series considers changing space-times of education by asking how they become unevenly textured as our worlds globalise, horizons shift and familiar points of reference melt and are remade. Acknowledging the reach of economic and cultural change, digital communication, geopolitics and persistent inequalities, the chapters trace processes that are re-making education and societies. Examining the depth of their impact on practices, methods and concepts reveals the significance of knowledge-building and socially embedded forms of reasoning in emerging patterns of educational governance, pedagogic and policy reforms as well as in lived understandings of self and social worlds.
The organisation of the collection into three sections - Making Spaces, Troubling Temporalities, and Mobility and Contexts - begins to map out an ambitious project. It calls on education researchers and professionals to write the present as history by grasping the socio-spatial, historical and political dimensions and effects that frame, form and filter the educational present. This research calls for a revitalised historical sociology and novel forms of comparative education that can provide productive insights, inform creative problem solving and suggest practical directions for education. This agenda recognises:
the unevenness of educational space-times
the making of education as a social institution
the persistence and effects of social embeddedness, eventful space, situated knowledge, and geosocial thinking
the present as history and multiple temporalities in education
different registers of transformation that become visible through lenses such as identity, work, citizenship and mobility.
The World Yearbook of Education 2018 continues the project of compiling worldwide research on globalising education. These volumes offer a powerful commentary on how and why space-times of education are changing and emphasise the importance of forms of knowledge that materialise categories of professionals, policies and practices. This volume will be of interest to academics, professionals and policymakers in education and social policy, and also to scholars who engage in historical studies of education and debates about the socio-material formations that contribute to educational inequalities and dynamics of difference.
目次
Chapter 1: Reclaiming Comparative Historical Sociologies of Education Chapter 2: The Warp and Weft of Comparative Education Section 1: Making Spaces Chapter 3: Training Female Ways of Knowing or Educating (In) a Common Sense Chapter 4: Europeanizing through Expertise Chapter 5: A Global-Local Mixture of Educational Reform Policy in Taiwan Chapter 6: Producing the Institutional Timescape Chapter 7: Spaces-time of Innovation Section 2: Troubling Temporalities Chapter 8: Digital Classrooms and the Reconfiguration of the Space-Times of Education Chapter 9: The Affective-Discursive Orthodoxies of the "I donaEURO (TM)t forget" Education Policy in Cyprus Chapter 10: Animating Animus Chapter 11: Modernity, Identity, and Citizenship Section 3: Mobility and Contexts Chapter 12: Context, Entanglement and Assemblage as Matters of Concern in Comparative Education Research Chapter 13: Governing (Im)mobile Academics in Global Times Chapter 14: History Education, Identity Formation and International Relations Chapter 15: Towards a Mobile Sociology of Education
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