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ویرایش: 1
نویسندگان: Karen Monkman (editor). Ann Frkovich (editor)
سری: Routledge Research in International and Comparative Education
ISBN (شابک) : 1032108169, 9781032108162
ناشر: Routledge
سال نشر: 2022
تعداد صفحات: 317
زبان: English
فرمت فایل : PDF (درصورت درخواست کاربر به PDF، EPUB یا AZW3 تبدیل می شود)
حجم فایل: 7 مگابایت
در صورت تبدیل فایل کتاب Belonging in Changing Educational Spaces: Negotiating Global, Transnational, and Neoliberal Dynamics به فرمت های PDF، EPUB، AZW3، MOBI و یا DJVU می توانید به پشتیبان اطلاع دهید تا فایل مورد نظر را تبدیل نمایند.
توجه داشته باشید کتاب تعلق به فضاهای آموزشی در حال تغییر: مذاکره پویایی جهانی، فراملی و نئولیبرال نسخه زبان اصلی می باشد و کتاب ترجمه شده به فارسی نمی باشد. وبسایت اینترنشنال لایبرری ارائه دهنده کتاب های زبان اصلی می باشد و هیچ گونه کتاب ترجمه شده یا نوشته شده به فارسی را ارائه نمی دهد.
این کتاب تأثیرات بر اشکال شخصی و حرفهای، محلی و جهانی تعلق در فضاهای آموزشی را در میان تغییرات سریع شکل گرفته توسط جهانیشدن بررسی میکند.
خوانندگان را تشویق میکند تا ایده تعلق را به عنوان یک هدف آموزشی در نظر بگیرند. این متن به عنوان یک راهبرد آموزشی هدایت کننده، سهم منحصر به فردی را در این زمینه ایجاد می کند. با تکیه بر تحلیلهای تجربی و نظری، فصلها نشان میدهند که چگونه تجربه آموزشی حس تعلق را ایجاد میکند، که به طور فزایندهای در مقابل انواع پویاییهای جهانی از جمله نئولیبرالیسم، فراملیتگرایی، و گفتمانهای سیاست و عمل جهانی قرار میگیرد. با پرداختن به پدیدههایی مانند آموزش پناهندگان، ارزیابیهای بینالمللی در مقیاس بزرگ و تحصیل در خارج از کشور، تمرکز این جلد بر ده کشور از جمله ژاپن، سیرالئون و ایالات متحده، پیچیدگیهای جهانیسازی را نشان میدهد و امکاناتی را برای حمایت از ساختهای جدید تعلق در آموزش به سرعت جهانیشدن روشن میکند. فضاها.
این متن برای محققان، دانشگاهیان و مربیان علاقه مند به آموزش بین المللی و تطبیقی، آموزش چندفرهنگی و سیاست آموزشی به طور گسترده تر مفید خواهد بود. علاقه مندان به جامعه شناسی تعلیم و تربیت و مطالعات فرهنگی در آموزش و پرورش نیز از این جلد بهره مند خواهند شد.
This book explores the impacts on personal and professional, local and global forms of belonging in educational spaces amidst rapid changes shaped by globalization.
Encouraging readers to consider the idea of belonging as an educational goal as much as a guiding educational strategy, this text forms a unique contribution to the field. Drawing on empirical and theoretical analyses, chapters illustrate how educational experience informs a sense of belonging, which is increasingly juxtaposed against a variety of global dynamics including neoliberalism, transnationalism, and global policy and practice discourses. Addressing phenomena such as refugee education, large-scale international assessments, and study abroad, the volume’s focus on ten countries including Japan, Sierra Leone, and the US demonstrates the complexities of globalization and illuminates possibilities for supporting new constructions of belonging in rapidly globalizing educational spaces.
This text will benefit researchers, academics, and educators with an interest in international and comparative education, multicultural education, and educational policy more broadly. Those interested in the sociology of education and cultural studies within education will also benefit from this volume.
Cover Half Title Series Page Title Page Copyright Page Table of Contents List of Illustrations Acknowledgments Contributors Chapter 1: Introduction: Belonging in Globalizing Spaces Introduction Understanding Our Globalizing World Neoliberalism: The Complications of Belonging Transnational Searches for Belonging Effects of Global Policy Discourses on Belonging Knowledge and Practice for Global Belonging Conclusion: Belonging in Multilayered Spaces References Part I: Neoliberalism and the Complications of Belonging Chapter 2: The “Absolute Model” or “Disposable Commodities”? Navigating Charter School Teachers’ Roles under Neoliberal Policy Regimes Introduction Neoliberalism Governmentality The Entrepreneurial Self Research Approach Comparative Case Study Methods Case Selection Data Collection Data Analysis Context Results Wellspring: Being “The Absolute Model” Nexus: Teachers as “Disposable Commodities?” Implications and Conclusions Notes References Chapter 3: Teacher or Policy Subject?: Navigating Alternative Teacher Preparation in a Neoliberal Era Introduction From Policy to Identity: The Neoliberal Presence in Education Theoretical Framework: The Neoliberal Teacher-as-Policy Subject Research Design Participants The Pursuit of Change and Value Policy Subjects as “Passive Consumers” The Message of Temporary Teaching Policy Subjects as Flexible Labor The Good Teaching Performance Policy Subjects as Performative Conclusion Note References Chapter 4: “Each One Standing on the Other’s Head”: Neoliberal Pariahdom and How Parvenu Culture Inhibits Broad Social Solidarity among the Working-Class Introduction Methodology The Jewish Pariah, The Neoliberal Pariah Neoliberalism Neoliberal Pariahdom My Pariah Community The Rare Neoliberal Schlemihl Parvenus Who Provide Parvenus Who Escape My People… – A Journal Entry 4 Conscious Pariahdom Conclusion Notes References Chapter 5: Creative Destruction in School Education during COVID-19 Introduction From Innovation to Creative Destruction Research Design and Methodology The Conditions for the Possibility of a Disruption The Disruptive Responses Is There No Turning Back? Conclusion Notes References Part II: Transnational Searches for Belonging Chapter 6: Adult Education as a Site for Integration?: Experiences of Syrian Refugee Young Adults in Quebec 1 Introduction Syrian Refugees in Quebec AE in Quebec Literature Review and Theoretical Framework Methodology Participants Findings Disjuncture between French Learned in Welcome Classes and Used in Education Low-Grade Placement Unfamiliar Teaching Method Scheduling Issues Inability to Build Bridges and Links Conclusion Notes References Chapter 7: Learning to Transcend the Nation State: The Flexible Citizenship of China’s Elite Transnational Teenager Introduction: Transnational Teenage Trend-Setters The Flexible Symbolic Capital of Transnationalism Methods: Paying Attention over Time Findings: Orchestrating Transnational Belonging Middle School Realities and Secondary School Dreams: Preparing to Leave the Nation State Transnational Pedagogical Understandings: New Learning in the US Transnational Aspirations and Shifts in Social Networks: Finding a New Space to Belong Conclusion: Moving Beyond the Nation State References Chapter 8: Enacting Borderland Pedagogies: Transnational Returnee English Teachers in Mexico Introduction Background: Mexican Returnee Teachers and Language Mindsets Theoretical Framework An Anthropological View of Teaching Transnationalism and New Localities Method Participants and Setting Data Analysis Positionality Findings and Analysis Arrival and Entrance into the ELT Profession in Mexico Facing Outsider Status: “They Started to Call Me La Gringa” 2 English as Capital: “It’s Different Here Because You Are a Native Speaker” Culture as Pedagogy “Good” Teaching: “Every Year There Was Always a Teacher Who Was Always There for Me and Motivated Me” Humanistic Pedagogy as Foundational: “This Was My Goal—This Emotional Connection” Borderland Pedagogy: “It’s This Biculturality That Allows Us to Teach a Different Way” Conclusion Notes References Part III: Effects of Global Policy Discourses on Belonging Chapter 9: Networked Education Systems and the Flow of PISA-Induced References Introduction ILSAs and Public Discourse Globalization, Networks, and Education Policymaking Data and Methods Social Networks Limitations Findings Network Structure and Indicators Correlations and Regression Conclusion Notes References Chapter 10: “I Am a Wicked Somebody”: The Experience of Not Going to School in a Schooled Society Introduction Theoretical Framework Methods and Positionality Analytical Findings Historical Views of Education in Bunumbu Introduction of the Bunumbu Project It Takes (Engaging) a Village to Change a Village Contemporary Views of Education in Bunumbu Community Perceptions of Out-of-School Children: “They Just Roam About” Experiences of Out-of-School Children: “Now There Is a Split” Discussion Notes References Chapter 11: Transcending Colonial Rule and Reimagining Rhodesia’s Future: The Rockefeller Foundation and the University College of Rhodesia and Nyasaland, 1950–1980 Introduction Study Significance and Methodology The Early 1950s Events that Influenced the RF’s Interest in the UCRN Nelson Rockefeller’s Grounding of RF’s Presence in Rhodesia The Alignment of the RF’s Agendas and Rhodesia 1950s and 1960s Politics Rockefeller Foundations Grant to the UCRN History, Economics, and Government Departments History Department Government Department Economics Department The RF’s Grants Long-Term Ramifications on Zimbabwe Higher Education Notes References Chapter 12: The Educational Quality Tribunal and Its Influences on Teachers’ Careers: The Chilean Case Introduction The Permanent Quality Tribunal: A Theoretical Lens The Quality Tribunal in Chile: A Historical Reconstruction Stage I: The Implementation of the SIMCE Stage II: Incentives and Sanctions for Teaching Performance Stage III: The Chilean Way to Quality Assurance The Influence of the Quality Tribunal on Teachers’ Careers Conclusions Notes References Part IV: Knowledge and Practice for Global Belonging Chapter 13: Global Citizenship Education Is a Verb: The Cultural Process of Constructing Global Citizens in an Age of Neoliberalism and English Language Dominance Introduction Methods and Materials Results Institutional-Departmental Level Faculty Level Dominant-Hegemonic Positioning Negotiated Positioning Oppositional Positioning Student Level Dominant-Hegemonic Positioning Negotiated Positioning Oppositional Positioning Discussion Conclusion Notes References Chapter 14: Educational Territories and Schools that Go Global: The Case of IB Schools and the Emergence of New Territorialities Introduction The Territory and the Internationalization of Education Theoretical and Methodological Considerations The Metropolitan Region of Buenos Aires and the IB Secondary Schools: A Struggle Over Distinction Conclusions Notes References Chapter 15: Innovation in a Time of Making Do: COVID-19 and the Digital Divide through the Lens of a Mobile Phone Mathematics Program in South Africa Introduction Parameters of the Program Contextualizing the Project Methods Findings Connection: Out of Isolation and into the “Classroom” Making Do: Unlocking the Potential of Digital Tools Constructing Knowledge: A Community of Practice Approach Reconsidering the Digital Divide: On the Construction of ICT Resources Acknowledgments Notes References Part V: Conclusion Chapter 16: Belonging in Multilayered Spaces Understandings of Belonging Belonging and the Politics of Belonging in Globalized Educational Contexts Belonging in Neoliberal Spaces Belonging in Transnational Spaces Belonging in Global Spaces Conclusion References Index