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1.
Abstract

In 2014, Thomas Piketty’s Capital in the Twenty-first Century rocked the economic and political world, with its argument that inequality is destined to increase; in the field of education, however, this book has been almost entirely ignored. I argue that Piketty’s treatise is relevant to educational theories for three reasons: his rejection of meritocracy contributes to theories of social mobility; his critique of human capital theory provides fodder for debates about educational purpose; and his interdisciplinary analysis supports the political economy tradition in education. However, I also argue that it is necessary to move beyond the economic determinism in Piketty’s arguments, to explore the transformative potential of education as a consciousness-raising process, the agency of communities, the production process, and alternative solutions to inequality. I argue that education scholars should use the renewed interest in inequality generated by Piketty’s book to shift the dominant discourses about education, schools, and social justice.  相似文献   

2.
Abstract

Thomas Piketty’s Capital in the Twenty-first Century documents the foreboding nature of rising wealth inequality in the twenty-first century. In an effort to promote a more just and democratic global society and rein in the unfettered accumulation of wealth by the few, Piketty calls for a global progressive annual tax on corporate capital. Employing a critical feminist and race perspective on the political economy, this article examines Piketty’s historical understanding of inequality, and considers how his proposed solution to redistribute corporate profits through a global tax on corporate capital would impact the racialized, gendered, and geographically based inequalities experienced by marginalized girls and women, including access to education, employment, and other basic needs. The article argues that Piketty’s proposed solution would leave corporate strategies for accumulating wealth untouched, and would do little to transform the durable, deeply entrenched inequalities experienced by poor, racialized girls and women.  相似文献   

3.
Abstract

Piketty’s Capital has created enormous interest around the world, not least in educational circles. One reason for this may be his readiness to refer, in a book largely focused on economic history, to the ways that education has, and might, contribute to better and more equal social outcomes. This article welcomes this approach, but argues that Piketty’s suggestions remain somewhat limited due to his adherence to a more or less distributional, rather than relational, approach, and then sets out to address this issue by arguing that the assumption that it is the distribution of credentials which accounts for their contribution is mistaken. Instead, the article advances arguments which recognize the separate contributions of the content of credentials, and their valorization. The main focus of this article is thus on the different ways educational credentials are realized, which, it is argued, is a major basis for the maintenance of educational inequality.  相似文献   

4.
Abstract

When Piketty’s book Capital in the Twenty-first Century was released in 2014, it became an overnight success. Piketty focused on the concentration of wealth in a tiny social elite, and showed that their wealth had increased following the financial crisis in 2008. Yet the value of Piketty’s book offers something more than this for social scientists concerned with social inequalities. His work on a large data-set of long-run income and wealth statistics illustrates that the assumptions and models which have guided the work of neoclassical economists are flawed, but that societal arrangements matter. Yet despite this insight, Piketty’s solution to the problem of inequality is to argue that ‘… the best way to reduce inequalities with respect to labor … is to invest in education’. In this article I argue that there are major problems with this proposed solution and outline three lacunae that need to be addressed.  相似文献   

5.
Piketty’s Capitalism in the twenty-first century provides a superb, detailed historical analysis of the evolution of income and wealth inequality. Piketty demonstrates vast and increasing inequality that he argues might possibly be tempered in the future by economic growth and educational expansion supplemented by government redistributive policies. However, Piketty has little understanding of the reproductive nature of education, the limits of economic growth, or the fundamental problems of capitalism. In this paper, I depart from a political economy perspective to examine the bankruptcy of the underlying neoclassical economic theory he relies upon. In particular, I discuss how Piketty mistakenly sees capitalism as, in large part, a meritocracy, and the implications for education.  相似文献   

6.
A critical and more nuanced understanding of the multifaceted relationship between projects of peacebuilding and educational provision is starting to develop. Drawing on an epistemological and ontological anchor of critical realism, and a methodology informed by the application of cultural political economy analysis and the strategic relational approach to understanding educational discourses, processes and outcomes, we illustrate how the ‘many faces’ of education in conflict-affected situations can be better theorised and conceptually represented. In doing so, we link goals of peacebuilding to those of social justice, and reinvigorate the notion of education playing a transformative rather than a restorative role in conflict-affected contexts. Making such ideas concrete, we provide examples of how such an analytical framework can be employed to understand the multi-faceted relationship between education and projects of social transformation in conflict-affected environments across the globe.  相似文献   

7.
ABSTRACT

One of the main drivers of internationalisation in higher education (HE) is the intention to facilitate the development of intercultural competence (IC) among students and staff. However, previous research shows that higher levels of IC are not automatically achieved by participating in internationalised educational settings. Drawing on the results from a bi- and trilateral collaborative project, we combine cultures of learning and small culture approaches to analyse how participants’ previous educational experience may have influenced the learning process in internationalised HE classrooms. This article argues the necessity of a non-essentialist view of teaching and learning practices in internationalised classrooms. Our analysis demonstrates how academic practices and classroom norms are (re)negotiated in these new contexts, forming new evolving ‘small’ cultures of learning. The role reciprocity plays in working towards cultural synergy in internationalised HE is also addressed. Striving towards equality in power distribution proves to be significant in achieving cultural synergy.  相似文献   

8.
ABSTRACT

Imposing the policy lessons from higher-performing countries may involve the complex interplays of socio-cultural and institutional contexts. This article attempts to observe Taiwan’s progress in higher education from an explicit cultural perspective. It locates Taiwan among the rising group of higher education systems in East Asia. The study interrogates a wide-held understanding of higher education development and critically reflects on the “high performances” at systemic and institutional levels. It re-examines a capacity of the Western-influenced system in preserving indigenous cultural traditions while pursuing the quest for world-class status. Adopting a case study research, data were collected through in-depth semi-structured interviews with executives and academics at two premier universities in Taiwan. The findings have shown that, due to fundamental differences, integrating traditional values with imported Western-structured institutions remains an arduous task for Taiwanese higher education. This study critiques conventional presumptions concerning the primacy of an Anglo-Saxon model in Taiwan and offers insights into the society’s efforts to bring back its own cultural values.  相似文献   

9.
Amid rising violence against civilian aid operations in insecure environments, attacks on the education sector pose a unique set of challenges for international aid actors. In recent years incidents of violence targeting the education sector in Afghanistan and the conflict-affected areas of Pakistan have increased. This article synthesizes recent research, quantitative analyses, and observations of practitioners in order to explore the key issues facing aid workers in the education sector. The findings suggest that in extremely violent and polarized environments such as Afghanistan and the conflict-affected areas of Pakistan, the international community can provide education assistance more effectively and securely through a low-profile, community-based approach that de-emphasizes the role of government, and avoids, as far as possible, any association with international political/military actors. The authors conclude that education sector coordinators could play a larger role in providing practical guidance and supporting an inter-agency dialogue to share lessons and good practice in delivering education services in these contexts.  相似文献   

10.
ABSTRACT

Adult education is a key component of worldwide collaborative efforts to achieve social justice aims, such as the UN’s Sustainable Development Goals. Such collaborative efforts require the involvement of all sectors, including non-governmental organisations (NGOs). In particular, given the prevalence of globalising and neoliberal influences on development, NGOs providing adult education programmes must navigate complex political and financial hurdles in addition to cultural differences. To evolve our understanding of the role NGOs and their efforts play in international development education, this systematic literature review investigates adult education programmes of NGOs operating in Non-Western contexts. Findings indicate programmes require stakeholder commitment to social justice, concerted efforts to adapt to social and economic contexts, and intentional cultivation of local and international partnerships. While findings align with a general understanding of effective practices within different cultural contexts, this synthesis of empirical work provides a foundation for deeper understanding of how to implement such culturally relevant practices and improve the path forward for NGO adult education programmes and partnerships.  相似文献   

11.
Abstract

This study demonstrates how the cultural role of Ottoman women began to change during the nineteenth and twentieth centuries as well as considering emerging conflicts due to their altering roles in society as they were educated in the Darulmuallimat (teachers’ college for women) and acquired social positions as woman instructors. The first phase of the study is about schooling for women in the late Ottoman Empire and how women became teachers. The work mentions an interesting historical document which shows the relationship between a female instructor and a director of education (maarif müdürü) in Trabzon. This document also points to the disturbances aroused by these changes in women’s social status which needed to be reconstructed. It indicates how the government took measures to preserve the existing norms as women became more visible in the community and reminded them that their first responsibility was always about preserving their chastity and esteem. The first woman teachers to commence participating in the public sphere were effective at shaping and structuring culture in the Ottoman Empire; thus they should be investigated in terms of their social roles and their effects on cultural transformation as well. The case of Macide Han?m is considered in the cultural, economic, and political contexts of late Ottoman history with an emphasis on women’s education and modifying social roles. The study was carried out by scrutinising historical documents in the Prime Ministry Ottoman Archives, especially documents in the maarif mektubi kalemi section.  相似文献   

12.
The sociology of education in New Zealand, as in other countries, is affected by the dilemma inherent to the discipline, namely: is it a sociology of education or a sociology for education? In this article I analyse three factors in which the dilemma is played out: ‘cultural oppositionism’ in the indigenous (kaupapa Maori) approach, critical policy research and the role of empirical research. I argue that a sociology for education is fundamentally weakened by its politicisation, a flaw not helped by the difficulties in drawing political goals from moral imperatives. In contrast a sociology of education, which uses the strengths of empirical research and theoretical analysis, offers the better hope of renewal for, what is, in New Zealand, a moribund discipline.  相似文献   

13.
As im/migrant researchers of color working and living in the USA, we begin this article by discussing how our own transnational selves and research have created tensions with the normalized use of socially constructed and theorized categories and differences in US qualitative research practices. We theorize an alternative reflexive mode of conceptualizing a researcher self that can illuminate more contextually engaging understanding and relationships between researcher and researched within our transnational research contexts. We argue that our reflexive approach to researcher self as non‐unitary I, circulatory mode of porous and shifting entities simultaneously fracturing and morphing into each other in relation to its changing webs of relationships and history, can bring different ways of understanding and working with the ever changing and interconnected global‐local cultural, social, and political conditions and contexts of education and research.  相似文献   

14.
Jun Li 《比较教育学》2017,53(2):245-264
University partnerships have been a key dimension of higher education development. Based on documentary analysis and empirical data, this study compares two distinctive models of university partnership experienced by China, first as a recipient with the Soviet Union in the 1950s and later as a provider with African countries in the 2000s. The different modalities of China’s university partnerships are analysed in the changing contexts of a shift from the political ideology of socialism to the current global context of neo-liberalism. The article looks critically at how Chinese universities have utilised their earlier experience of development under Soviet influence in their current approach to internationalisation, taking China’s on-going 20?+?20 University Partnership Scheme with less developed countries in Africa since 2010 as an example. The intention of this article is to reflect deeply on the policy implications of China’s experience in transforming its position from a recipient into a provider of university partnerships. Finally, the article also looks at the Confucian mission of the Chinese University 3.0 and the possibility of fostering multilateral university partnerships for international development in the context of globalisation.  相似文献   

15.
ABSTRACT

Despite compelling need for transformational approaches to multiculturalism, the measures in place at many schools may be works in progress. Based on twelve months of fieldwork at the secondary-school level in El Ejido, Spain, and longitudinal interviews with key participants, this article examines conflicting articulations of race, racism, and civility shaping interactions in state mandated intercultural education courses. Interweaving analysis of in-class exchanges with attention to textual/audiovisual inputs and socio-historical contexts, this article employs a discourse-centred approach to untangle the tensions shaping local interpretations of race and racism, based particularly on the experiences of marginalised Moroccan immigrant youth. Drawing on Michael Agar’s notion of ethnographic ‘rich points’, or points of misunderstanding, I argue that the perspectives of diverse learners be leveraged to mindfully reconfigure top-down curricula through attention to distinctly local understandings of difference and inequality.  相似文献   

16.
ABSTRACT

Filmmaking education has never been firmly integrated into schooling and in past years has suffered from cuts to funding for formal and non-formal arts education and youth work. It continues to exist only by drawing on creative industry and cultural consumption practices as well as state funding. In this paper, we explore the filmmaking education contexts we encountered while doing our own pieces of year-long ethnographic research. These contexts import ‘enterprising’ ways of thinking, doing and being from the creative workplace and ‘bedroom culture’. Located across life’s domains, they address enterprising subjects who take pleasure in work, make use of leisure and are always learning. We argue that these filmmaking education contexts support young people to develop their private creative practice and introduce them to the possibility of work in the creative industries but, because of the enterprise culture in which they are entangled, uncritically address these young people as enterprising subjects.  相似文献   

17.
Abstract

This article investigates Sámi elementary education in early twentieth-century Finland, Norway, and Sweden. The main focus lies on cultural contexts that frame and limit language use. The key analytical concepts are useful citizen and useful citizenship. Through these concepts the article probes the ways in which governmental educational authorities and Sámi teachers talked about education and citizenship. Studying these concepts and the cultural contexts behind them sheds light on the formation phase of Nordic citizenship. Full-scale citizenship was not offered to all individuals inside the nation state. Where it was, it had certain conditions that excluded cultural elements of minority populations. Sámi teachers defined citizenship mainly within the Norwegian, Swedish, and Finnish nation states. However, some tendencies towards a more cross-national notion of Sámi identity can be discerned.  相似文献   

18.
This article explores the ways in which a group of primary school teachers in Cyprus interprets the relationship between religious and citizenship education. The contextualisation of the meaning of religious education shows the extent to which social, historical and political elements shape teachers’ perceptions about the entanglements between religious and citizenship education. In particular, the present study reveals two important findings – one concerning the conceptualisation of each school subject and their perceived relationship and the other concerning the contextualisation of this relationship in the cultural and political contexts of Cyprus. The findings also reveal important constraints and political dilemmas for the possible trajectories of ‘religious citizenship education’ in Cyprus. The article discusses the implications for curriculum and policy deliberations, as well as further research on ‘religious citizenship education’ in specific cultural and political settings.  相似文献   

19.
ABSTRACT

Feminist theorists critiqued classical liberalism for the gender binaries embedded in social, political and economic theory and everyday social relations. Neoliberalism economises the social and political based on autonomous individualism, equating equity with choice, naturalising the market as the mechanism to allocate social goods and education while disregarding constraining discursive and material contexts. Neoliberalism also co-opts the feminist desire for agency through notions of choice. The paper tracks the historical conditions in Anglophile states that nurtured neoliberalism’s uptake with its focus on human capital theory, rethinking the dominant educational discourse of twenty-first-century skills using Yeatman’s democratic framing of social liberalism and Nussbaum’s capability approach. Feminists argue for a just and civil democratic society that dissolves binary thinking and focuses on relationality, rights and responsibility.  相似文献   

20.
Abstract

In this article I describe the analytic approach adopted by Peters, his colleagues and followers of the ‘London line’ in the 1960s and 1970s and argue that, even in those times, other approaches to philosophy of education were being valued and practised. I show that Peters and his colleagues later became aware of the need for philosophy of education to become aware of and take in hand a new set of agendas and address the list of substantive issues inherent in the contexts and political considerations beginning to impinge on education in the 1980s and beyond. I argue that there is much to be said for adopting a postempiricist problem-solving approach and point to the ways in which an evolutionary epistemology may be usefully applied to many of the problems of modern educational discourse. But I also seek to show how the abiding axiological concerns of Peters may still serve as the substantive background and definition of the value emphasis of the aims and directions in which philosophers of education are currently still working.  相似文献   

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