1 / 22

Where do we go from here?

Where do we go from here? . Globalization, education and the challenge of uncertainty Stephen Carney, Roskilde University. Framing Uncertainty. Modernity intensifying & spreading ( Giddens , Beck, Friedman) Modernity diversifying ( Appadurai , Castells) Modernity unraveling

shada
Télécharger la présentation

Where do we go from here?

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Where do we go from here? Globalization, education and the challenge of uncertainty Stephen Carney, Roskilde University

  2. Framing Uncertainty • Modernity intensifying & spreading (Giddens, Beck, Friedman) • Modernity diversifying (Appadurai, Castells) • Modernity unraveling (Wallerstein, Hardt& Negri) • Modernity as abjection (Bauman, Ferguson)

  3. Some Central Concerns • The changing role/ nature of the state - State spatiality and reach (as potential) - Rescaling (neoliberalism as decline) • The prospects for political action - Globalization connecting the ‘multitude’ - Consumer society alienating the ‘mass’ • ‘Culture’, place, locality - Imagination and ‘ideoscape’ - Cosmopolitanism and anti-membership

  4. ‘Multi-level Analyses’ and Comparison

  5. Three Experiments • ‘Policyscape’ (Denmark, Nepal, China) • ‘Eduscape’ (Denmark, South Korea, Zambia) • Youth and schooling (Nepal) • Exploring flows across spaces: • Exploring flows within a single site:

  6. Responses to ‘Policyscape’ -‘breaks from the legacy of methodological nationalism’ (Gita Steiner-Khamsi) • ‘theoreticial innovation’ (Robert Cowen) • ‘spatialfetishism!’ (Susan Robertson)

  7. A Different Type of Critique Question: - Are wedealing with uncertainty, denying or embracing it? Sub-question: • Whatcounts as data in the ‘global culturaleconomy’?

  8. ‘Asia in Miniature’ Towards ‘an analytic of noise’: ‘…a mode of analysis that would take seriously both the fact that signifying actors might have social reasons not to establish a bond of communication but to rupture it, and the way that stylistic messages take on a social significance whether they are ‘understood’ or not through a social process of construal of the partially unintelligible’. (James Ferguson, Expectations of Modernity1999)

  9. It is in the silences that the music is made.(Debussy)

  10. Questions • Where do we do comparative education research under conditions of profound global interconnectivity? • What counts as data in the emerging global cultural economy? • What type of progressive project is possible in such research?

  11. Thankyou!

  12. Unframing ‘Modern’ Policy Research Subjectivity as ‘becoming’ • In assemblages • As movement ‘Non-state philosophy’ • Minorliterature(Deleuzes) • Beyond power and production (Baudrillard) Social/ epistemological -‘State’ and ‘subject’ as investments • Morality and ethics (Nietzsche)

  13. Post-ModernOrigins of Globalization (Lizardo & Strand, 2009) French (The social) German (The political) British (The economic) The US (The cultural/ aesthetic)

  14. ‘Domesticating’ French theorizing • Post-classicaltheoryviewed as ‘impractical’: - toolittlefocus on economy, state or change • ‘Global condition’ defined by US/ British interests: - class (Marx) - state (Weber) - social solidarity (Durkheim) - ‘North’ nowseen in ‘South’ • French ‘post’ theorizinglingersas (practical/ politically-aware) globalization research

  15. The Global Cultural Economy • ‘Scapes’ (ethno, media, techno, finance and ideo) • ‘Global Flows’ (complex, rapid, overflowing and disjunctive) • Interconnectivity of phenomena (end of centre/ periphery distinction) (‘Modernity at Large’, ArjunAppadurai1996)

  16. Educational ‘Policyscape’ Neo & advanced liberalism (Mitchell Dean) • Visions and values • Management and organisation • Learning processes

  17. DifferentCountries, Systems, Levels Policy Agents Technologies DKUni Law Boards Contracts Nepal Community Parents SMCs schools China Curriculum Students Pedagogy

  18. Interconnectivities • State spatiality (read: ‘state’) - Strong state/ weak state - Reaching in/ reaching out • Negotiation and enactment (read: ‘action’) - New and old voices heard - Productive and repressive power • ‘Locality’ (read: ‘culture’) - As nationalism and protest - As tradition and change However…….

  19. OtherResponses • Vertical case study (FranVavrus) • Multi-site ethnography (George Marcus) • Anthropology of policy (Susan Wright)

  20. (Comparative) Education Paradigms

  21. ‘Uncertainty’ / ‘Complexity’ • In relation to: • Schooling & education institutions • Teachers and teaching • Knowledge • Old certaintiescollapsing; new oneshard to find: • End of politicalwill? • End of metanarratives? • End of theory?

More Related