Pub Date : 2022-10-29DOI: 10.1080/03050068.2022.2133861
J. Parkes, A. Bhatia, S. Datzberger, Rehema Nagawa, D. Naker, K. Devries
ABSTRACT Growing evidence from multiple countries in Africa documents sexual violence in schools. However, when that violence is committed by teachers it is shrouded in secrecy. This article identifies disconnects between quantitative and qualitative research, policy and practice, which have contributed to these silences. We address some of these silences through a dialogical analysis of mixed methods data from the Contexts of Violence in Adolescence Cohort study (CoVAC) with young people in Uganda. The analysis illuminates girls’ experiences of sexual violence by school staff, and patterns of discrimination and inequality that increase vulnerabilities. The data reveal how schools vary in their institutional responses and, in the absence of institutional support, girls develop strategies to resist sexual coercion. Overall, our analysis exposes significant disconnects between policies and practices of sexual exploitation in schools. We conclude that dialogical, mixed methods research approaches have strong potential to better understand and address silences in policy and practice on highly sensitive topics.
{"title":"Addressing silences in research on girls’ experiences of teacher sexual violence: insights from Uganda","authors":"J. Parkes, A. Bhatia, S. Datzberger, Rehema Nagawa, D. Naker, K. Devries","doi":"10.1080/03050068.2022.2133861","DOIUrl":"https://doi.org/10.1080/03050068.2022.2133861","url":null,"abstract":"ABSTRACT Growing evidence from multiple countries in Africa documents sexual violence in schools. However, when that violence is committed by teachers it is shrouded in secrecy. This article identifies disconnects between quantitative and qualitative research, policy and practice, which have contributed to these silences. We address some of these silences through a dialogical analysis of mixed methods data from the Contexts of Violence in Adolescence Cohort study (CoVAC) with young people in Uganda. The analysis illuminates girls’ experiences of sexual violence by school staff, and patterns of discrimination and inequality that increase vulnerabilities. The data reveal how schools vary in their institutional responses and, in the absence of institutional support, girls develop strategies to resist sexual coercion. Overall, our analysis exposes significant disconnects between policies and practices of sexual exploitation in schools. We conclude that dialogical, mixed methods research approaches have strong potential to better understand and address silences in policy and practice on highly sensitive topics.","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"109 1","pages":"193 - 213"},"PeriodicalIF":3.3,"publicationDate":"2022-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86216229","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-20DOI: 10.1080/03050068.2022.2133847
H. Le, D. B. Edwarts
ABSTRACT Since the 1990s, Singapore has firmly established its reputation in the global education policy space as one of the best education systems in the world. However, existing policy transfer literature on Singapore has been mainly interested in Singapore as a decontextualised, ahistorical case, rather than as a unique player in the global education policy sphere. Analysis of how Singapore’s educational policies and lessons have been exported to other countries tends to focus on the mediating roles of international assessments and global policy actors like the OECD or McKinsey consultants. What has been much less clear is Singapore’s own proactive branding and education export strategies. Guided by the Cultural Political Economy framework, this paper draws attention to how an enabling global education policy context with an insatiable appetite for fast policy lessons has aligned with Singapore’s own initiatives to cultivate and export its brand of educational success.
{"title":"Singapore’s educational export strategies: ‘branding’ and ‘selling’ education in a favourable global policy marketspace","authors":"H. Le, D. B. Edwarts","doi":"10.1080/03050068.2022.2133847","DOIUrl":"https://doi.org/10.1080/03050068.2022.2133847","url":null,"abstract":"ABSTRACT Since the 1990s, Singapore has firmly established its reputation in the global education policy space as one of the best education systems in the world. However, existing policy transfer literature on Singapore has been mainly interested in Singapore as a decontextualised, ahistorical case, rather than as a unique player in the global education policy sphere. Analysis of how Singapore’s educational policies and lessons have been exported to other countries tends to focus on the mediating roles of international assessments and global policy actors like the OECD or McKinsey consultants. What has been much less clear is Singapore’s own proactive branding and education export strategies. Guided by the Cultural Political Economy framework, this paper draws attention to how an enabling global education policy context with an insatiable appetite for fast policy lessons has aligned with Singapore’s own initiatives to cultivate and export its brand of educational success.","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"15 4","pages":"38 - 58"},"PeriodicalIF":3.3,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73231515","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-14DOI: 10.1080/03050068.2022.2132445
M. Maurer
ABSTRACT This article contributes to a better theoretical understanding of the social processes underlying the development and implementation of schemes to improve the recognition of prior learning (RPL) in vocational education and training (VET). It traces the global diffusion of RPL, and then analyses the formulation of RPL policies and design and implementation of RPL schemes in four case study countries (Bangladesh, North-Macedonia, Sweden and Switzerland). The article draws on historical institutionalism and Margaret Archer's work on educational change to argue that the design and implementation of RPL schemes are strongly dependent on the status of VET qualifications in education systems and labour markets.
{"title":"Recognizing prior learning in vocational education and training: global ambitions and actual implementation in four countries","authors":"M. Maurer","doi":"10.1080/03050068.2022.2132445","DOIUrl":"https://doi.org/10.1080/03050068.2022.2132445","url":null,"abstract":"ABSTRACT This article contributes to a better theoretical understanding of the social processes underlying the development and implementation of schemes to improve the recognition of prior learning (RPL) in vocational education and training (VET). It traces the global diffusion of RPL, and then analyses the formulation of RPL policies and design and implementation of RPL schemes in four case study countries (Bangladesh, North-Macedonia, Sweden and Switzerland). The article draws on historical institutionalism and Margaret Archer's work on educational change to argue that the design and implementation of RPL schemes are strongly dependent on the status of VET qualifications in education systems and labour markets.","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"26 1","pages":"1 - 17"},"PeriodicalIF":3.3,"publicationDate":"2022-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88757044","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/03050068.2022.2102323
Tae-Hee Choi
This book presents a multi-dimensional view of everyday privatisation in education in post-con fl ict Cambodia. It attributes everyday provatisation to a combination of historical, political and economic factors, which enabled privatisation to seep deeply into the social fabric of Cambodian village life, via the time-honoured structures of kinship, clientelism, and hierarchy. Employing the portraiture method, an approach that vividly captures subtle and complex human experiences through the blend of art and science, Will Brehm illustrates how everyday privatisation began, a ff ected behaviour, actions, interactions and emotions, and contributed to inequity. The book begins with “ life drawings ” of students ’ daily practices that are streaked and coloured by privatisation, such as their payment of fees for tutorials conducted by their teachers at school, or the habitual selling and purchasing of ’ leaked ’ answer keys in preparation for high-stake examinations in school. Brehm situates his book in the privatisation literature in Chapter 1, before he shows in 2 how privatisation of public services emerged It was a lack of resources, Cambodia still continues the system sponsoring
{"title":"Cambodia for Sale: Everyday Privatization in Education and Beyond","authors":"Tae-Hee Choi","doi":"10.1080/03050068.2022.2102323","DOIUrl":"https://doi.org/10.1080/03050068.2022.2102323","url":null,"abstract":"This book presents a multi-dimensional view of everyday privatisation in education in post-con fl ict Cambodia. It attributes everyday provatisation to a combination of historical, political and economic factors, which enabled privatisation to seep deeply into the social fabric of Cambodian village life, via the time-honoured structures of kinship, clientelism, and hierarchy. Employing the portraiture method, an approach that vividly captures subtle and complex human experiences through the blend of art and science, Will Brehm illustrates how everyday privatisation began, a ff ected behaviour, actions, interactions and emotions, and contributed to inequity. The book begins with “ life drawings ” of students ’ daily practices that are streaked and coloured by privatisation, such as their payment of fees for tutorials conducted by their teachers at school, or the habitual selling and purchasing of ’ leaked ’ answer keys in preparation for high-stake examinations in school. Brehm situates his book in the privatisation literature in Chapter 1, before he shows in 2 how privatisation of public services emerged It was a lack of resources, Cambodia still continues the system sponsoring","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"27 1","pages":"570 - 571"},"PeriodicalIF":3.3,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78055154","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-11DOI: 10.1080/03050068.2022.2108615
Wanru Xu, B. Spruyt
ABSTRACT In recent decades there has been an increasing number of parents opting for alternative forms of education worldwide. However, most studies on this phenomenon are conducted within Western contexts, while little is known about alternative education in China. This paper addresses this gap by providing an overview of alternative education in China over the past 20 years. This paper consists of four parts. First, we review the definition, categories, and development of alternative education in China. Second, we discuss three critical questions, namely (1) who is practising alternative education, (2) why do they choose alternative education, and (3) what is the legal status of alternative education in China? Subsequently, we develop a framework that enables us to situate different types of alternative education. Finally, we consider the phenomenon within a broader context and discuss the theoretical potential of further research into alternative education in China.
{"title":"‘The road less travelled’: towards a typology of alternative education in China","authors":"Wanru Xu, B. Spruyt","doi":"10.1080/03050068.2022.2108615","DOIUrl":"https://doi.org/10.1080/03050068.2022.2108615","url":null,"abstract":"ABSTRACT In recent decades there has been an increasing number of parents opting for alternative forms of education worldwide. However, most studies on this phenomenon are conducted within Western contexts, while little is known about alternative education in China. This paper addresses this gap by providing an overview of alternative education in China over the past 20 years. This paper consists of four parts. First, we review the definition, categories, and development of alternative education in China. Second, we discuss three critical questions, namely (1) who is practising alternative education, (2) why do they choose alternative education, and (3) what is the legal status of alternative education in China? Subsequently, we develop a framework that enables us to situate different types of alternative education. Finally, we consider the phenomenon within a broader context and discuss the theoretical potential of further research into alternative education in China.","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"33 1","pages":"434 - 450"},"PeriodicalIF":3.3,"publicationDate":"2022-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78332478","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-29DOI: 10.1080/03050068.2022.2107323
S. Lewis
of the affiliate programmes. While the examples of Bangladesh (Wiseman Adhikary and Lingard) and Spain (Saura) reconstruct the regional entrepreneurial and philanthropic networks that allowed the introduction of affiliate programmes to local public education systems and their influence on local policy-making, the chapters concerned with Australia (Moss et al.) and Wales (Southern) investigate the influence of TfA offsprings on (re)constructing and reframing policies and concepts of teacher education and professionalisation. The fourth chapter draws attention to different dimensions of teaching and leadership framed by different TF associates. The first subchapter in this section by Yin and Dooley reconstructs how Chinese participants of the TfAll-similar model locally known as the Exceptional Graduates as Rural Teachers programme, imagine and realise ‘quality education’. The comparative study by Schneider and Abs points to the differences between the Austrian and Bulgarian models in terms of understanding the professional duties and support systems for TfAll Fellows and their respective school principals. Lastly, the analysis by Straubhaar examines the theoretical underpinnings of TfAll’s versatile leadership discourse that invites morphing and adaptation across diverse socio-cultural and corporate contexts. Finally, the editors of the book draw a summarising conclusion and point to possible future perspectives on the TfAll phenomenon. Within all the interesting and informative insights provided by the diverse authors and approaches, it would have been interesting to also explore the view of traditionally trained teachers and their experiences with the programme and its associates in the context of educational and pedagogical framings. Also, the perspectives of students and parents on their experience with TfAll might also be of interest as well as other “alternative-route” teachers as the outcomes and differences between traditional and alternative teaching routes in relation to students’ success and the (personal) concept of the teaching profession remain still rather unclear. This volume presents a broad range of empirical research on the emergence and expansion of the TfAll programmes across the globe. It opens up various possibilities and foundations for future research, especially for more in-depth exploration on the (re)framing of key-dimensions in education like the construction of the teaching profession, meaning and purpose of education and social justice within the context of modern age and also possible (positive) inspirations and implications to adapt the status-quo to future models of teaching and learning. This book will be of great value to scholars, students and people interested in the connection and complexity of political, social and educational dimensions of justice, profession and the construction of a “future for everyone”.
{"title":"New practices of comparison, quantification and expertise in education: Conducting empirically based research","authors":"S. Lewis","doi":"10.1080/03050068.2022.2107323","DOIUrl":"https://doi.org/10.1080/03050068.2022.2107323","url":null,"abstract":"of the affiliate programmes. While the examples of Bangladesh (Wiseman Adhikary and Lingard) and Spain (Saura) reconstruct the regional entrepreneurial and philanthropic networks that allowed the introduction of affiliate programmes to local public education systems and their influence on local policy-making, the chapters concerned with Australia (Moss et al.) and Wales (Southern) investigate the influence of TfA offsprings on (re)constructing and reframing policies and concepts of teacher education and professionalisation. The fourth chapter draws attention to different dimensions of teaching and leadership framed by different TF associates. The first subchapter in this section by Yin and Dooley reconstructs how Chinese participants of the TfAll-similar model locally known as the Exceptional Graduates as Rural Teachers programme, imagine and realise ‘quality education’. The comparative study by Schneider and Abs points to the differences between the Austrian and Bulgarian models in terms of understanding the professional duties and support systems for TfAll Fellows and their respective school principals. Lastly, the analysis by Straubhaar examines the theoretical underpinnings of TfAll’s versatile leadership discourse that invites morphing and adaptation across diverse socio-cultural and corporate contexts. Finally, the editors of the book draw a summarising conclusion and point to possible future perspectives on the TfAll phenomenon. Within all the interesting and informative insights provided by the diverse authors and approaches, it would have been interesting to also explore the view of traditionally trained teachers and their experiences with the programme and its associates in the context of educational and pedagogical framings. Also, the perspectives of students and parents on their experience with TfAll might also be of interest as well as other “alternative-route” teachers as the outcomes and differences between traditional and alternative teaching routes in relation to students’ success and the (personal) concept of the teaching profession remain still rather unclear. This volume presents a broad range of empirical research on the emergence and expansion of the TfAll programmes across the globe. It opens up various possibilities and foundations for future research, especially for more in-depth exploration on the (re)framing of key-dimensions in education like the construction of the teaching profession, meaning and purpose of education and social justice within the context of modern age and also possible (positive) inspirations and implications to adapt the status-quo to future models of teaching and learning. This book will be of great value to scholars, students and people interested in the connection and complexity of political, social and educational dimensions of justice, profession and the construction of a “future for everyone”.","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"40 1","pages":"566 - 568"},"PeriodicalIF":3.3,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80926826","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-27DOI: 10.1080/03050068.2022.2099657
Haruna Kasai
ABSTRACT Since 2019, Taiwan has implemented native language education for ‘new immigrants’ from Southeast Asian countries. This paper argues that the new educational provisions reflect the Taiwanese government’s desire to appropriate new immigrants’ cultures and languages to promote a multicultural vision of Taiwanese identity. It analyses the 12-year national curriculum guidelines and the primary-level teaching materials to elucidate the role of language education in the construction of discourse on new immigrants, exploring how this reflects and reinforces official portrayals of Taiwanese society as ‘multicultural’. The analysis shows how the extension of curricular recognition to immigrants’ languages and their associated cultures is driven by a desire to project a certain vision of mainstream national identity. By showing how, in the Taiwanese context, instruction in their languages in some respects reinforces the marginalisation of immigrant communities, it provides insights that may be applicable elsewhere.
{"title":"Taiwanese multiculturalism and the political appropriation of new immigrants’ languages","authors":"Haruna Kasai","doi":"10.1080/03050068.2022.2099657","DOIUrl":"https://doi.org/10.1080/03050068.2022.2099657","url":null,"abstract":"ABSTRACT Since 2019, Taiwan has implemented native language education for ‘new immigrants’ from Southeast Asian countries. This paper argues that the new educational provisions reflect the Taiwanese government’s desire to appropriate new immigrants’ cultures and languages to promote a multicultural vision of Taiwanese identity. It analyses the 12-year national curriculum guidelines and the primary-level teaching materials to elucidate the role of language education in the construction of discourse on new immigrants, exploring how this reflects and reinforces official portrayals of Taiwanese society as ‘multicultural’. The analysis shows how the extension of curricular recognition to immigrants’ languages and their associated cultures is driven by a desire to project a certain vision of mainstream national identity. By showing how, in the Taiwanese context, instruction in their languages in some respects reinforces the marginalisation of immigrant communities, it provides insights that may be applicable elsewhere.","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"60 1","pages":"509 - 525"},"PeriodicalIF":3.3,"publicationDate":"2022-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82071650","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-27DOI: 10.1080/03050068.2022.2102754
Yue-Yi Hwa
ABSTRACT Every teacher’s classroom practice is embedded in a system of overlapping contexts that interact with their day-to-day decisions. In this paper, I focus on sociocultural context and how it interacts with teachers’ subjective responses to accountability instruments. Drawing on interviews with secondary school teachers in Finland and Singapore – education systems with contrasting but comparably effective approaches to teacher accountability – I find that one way in which sociocultural context interacts with teachers’ experiences of accountability instruments is by influencing the mental models of motivation that shape their responses to these instruments. This finding is relevant to two contentious areas in education policy. First, it suggests that teacher accountability policy is a socioculturally embedded matter, implying a need for caution rather than recommending specific forms of accountability across the board. Second, it adds to the growing body of evidence demonstrating that ‘best practices’ from high-performing education systems are contingent on implementation contexts.
{"title":"‘Our system fits us’: comparing teacher accountability, motivation, and sociocultural context in Finland and Singapore","authors":"Yue-Yi Hwa","doi":"10.1080/03050068.2022.2102754","DOIUrl":"https://doi.org/10.1080/03050068.2022.2102754","url":null,"abstract":"ABSTRACT Every teacher’s classroom practice is embedded in a system of overlapping contexts that interact with their day-to-day decisions. In this paper, I focus on sociocultural context and how it interacts with teachers’ subjective responses to accountability instruments. Drawing on interviews with secondary school teachers in Finland and Singapore – education systems with contrasting but comparably effective approaches to teacher accountability – I find that one way in which sociocultural context interacts with teachers’ experiences of accountability instruments is by influencing the mental models of motivation that shape their responses to these instruments. This finding is relevant to two contentious areas in education policy. First, it suggests that teacher accountability policy is a socioculturally embedded matter, implying a need for caution rather than recommending specific forms of accountability across the board. Second, it adds to the growing body of evidence demonstrating that ‘best practices’ from high-performing education systems are contingent on implementation contexts.","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"131 1","pages":"542 - 561"},"PeriodicalIF":3.3,"publicationDate":"2022-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80140863","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-21DOI: 10.1080/03050068.2022.2104497
Annett Graefe-Geusch
lifetime ’ s work. Identity is a lifelong process – a project – of self-realisation. Moreover, it is a process of self-realisation that relies crucially on mutual recognition. Identity is formed in the space between the ‘ I ’ and the ‘ me ’ : the space between the self-a ffi rmation of the subjective self and the self that is perceived objectively by other subjective selves. We become ourselves within this inter-subjective – and linguistically organised – space. For, Auerbach network theory fails to grasp the fragility, super-complexity, and relationality of this space. He hangs on to the more homely notion of ‘ neighbourhood ’ : the crucial distinction being that ‘ I belong to the neighbourhood, whereas the network belongs to me ’ . An earthly neighbourhood with all its complex intertwining of belongingness and responsibility is, argues Bauman, what I belong to whether I like it or not. It is part of my belonging within the world. In these fi nal re fl ections by a great public intellectual and scholar there is – as always in his work – a sense of the unpredictability and precarity of our human world. For those interested in the methodology of comparison his work is of fundamental importance because of its insis-tence on the irreducible interconnectivity of the human, the social and the political. The ques-tion Bauman leaves me with is: how in a world where everything is connected with everything else – and where connectivity and con fl ict are inextricably entwined – might we fi nd the grounds to compare anything with anything? Are we not, rather, left with the incomparable di ff erences that comprise our in fi nitely varied world?
{"title":"Education in radical uncertainty: transgression in theory and method","authors":"Annett Graefe-Geusch","doi":"10.1080/03050068.2022.2104497","DOIUrl":"https://doi.org/10.1080/03050068.2022.2104497","url":null,"abstract":"lifetime ’ s work. Identity is a lifelong process – a project – of self-realisation. Moreover, it is a process of self-realisation that relies crucially on mutual recognition. Identity is formed in the space between the ‘ I ’ and the ‘ me ’ : the space between the self-a ffi rmation of the subjective self and the self that is perceived objectively by other subjective selves. We become ourselves within this inter-subjective – and linguistically organised – space. For, Auerbach network theory fails to grasp the fragility, super-complexity, and relationality of this space. He hangs on to the more homely notion of ‘ neighbourhood ’ : the crucial distinction being that ‘ I belong to the neighbourhood, whereas the network belongs to me ’ . An earthly neighbourhood with all its complex intertwining of belongingness and responsibility is, argues Bauman, what I belong to whether I like it or not. It is part of my belonging within the world. In these fi nal re fl ections by a great public intellectual and scholar there is – as always in his work – a sense of the unpredictability and precarity of our human world. For those interested in the methodology of comparison his work is of fundamental importance because of its insis-tence on the irreducible interconnectivity of the human, the social and the political. The ques-tion Bauman leaves me with is: how in a world where everything is connected with everything else – and where connectivity and con fl ict are inextricably entwined – might we fi nd the grounds to compare anything with anything? Are we not, rather, left with the incomparable di ff erences that comprise our in fi nitely varied world?","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"15 1","pages":"563 - 565"},"PeriodicalIF":3.3,"publicationDate":"2022-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81956471","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-19DOI: 10.1080/03050068.2022.2102325
J. Nixon
lifetime ’ s work. Identity is a lifelong process – a project – of self-realisation. Moreover, it is a process of self-realisation that relies crucially on mutual recognition. Identity is formed in the space between the ‘ I ’ and the ‘ me ’ : the space between the self-a ffi rmation of the subjective self and the self that is perceived objectively by other subjective selves. We become ourselves within this inter-subjective – and linguistically organised – space. For, Auerbach network theory fails to grasp the fragility, super-complexity, and relationality of this space. He hangs on to the more homely notion of ‘ neighbourhood ’ : the crucial distinction being that ‘ I belong to the neighbourhood, whereas the network belongs to me ’ . An earthly neighbourhood with all its complex intertwining of belongingness and responsibility is, argues Bauman, what I belong to whether I like it or not. It is part of my belonging within the world. In these fi nal re fl ections by a great public intellectual and scholar there is – as always in his work – a sense of the unpredictability and precarity of our human world. For those interested in the methodology of comparison his work is of fundamental importance because of its insis-tence on the irreducible interconnectivity of the human, the social and the political. The question Bauman leaves me with is: how in a world where everything is connected with everything else – and where connectivity and con fl ict are inextricably entwined – might we fi nd the grounds to compare anything with anything? Are we not, rather, left with the incomparable di ff erences that comprise our in fi nitely varied world?
{"title":"Education and intercultural identity: a dialogue between Zygmunt Bauman and Agostino Portera","authors":"J. Nixon","doi":"10.1080/03050068.2022.2102325","DOIUrl":"https://doi.org/10.1080/03050068.2022.2102325","url":null,"abstract":"lifetime ’ s work. Identity is a lifelong process – a project – of self-realisation. Moreover, it is a process of self-realisation that relies crucially on mutual recognition. Identity is formed in the space between the ‘ I ’ and the ‘ me ’ : the space between the self-a ffi rmation of the subjective self and the self that is perceived objectively by other subjective selves. We become ourselves within this inter-subjective – and linguistically organised – space. For, Auerbach network theory fails to grasp the fragility, super-complexity, and relationality of this space. He hangs on to the more homely notion of ‘ neighbourhood ’ : the crucial distinction being that ‘ I belong to the neighbourhood, whereas the network belongs to me ’ . An earthly neighbourhood with all its complex intertwining of belongingness and responsibility is, argues Bauman, what I belong to whether I like it or not. It is part of my belonging within the world. In these fi nal re fl ections by a great public intellectual and scholar there is – as always in his work – a sense of the unpredictability and precarity of our human world. For those interested in the methodology of comparison his work is of fundamental importance because of its insis-tence on the irreducible interconnectivity of the human, the social and the political. The question Bauman leaves me with is: how in a world where everything is connected with everything else – and where connectivity and con fl ict are inextricably entwined – might we fi nd the grounds to compare anything with anything? Are we not, rather, left with the incomparable di ff erences that comprise our in fi nitely varied world?","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"74 1","pages":"562 - 563"},"PeriodicalIF":3.3,"publicationDate":"2022-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73722069","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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