دانلود کتاب Belonging in Changing Educational Spaces: Negotiating Global, Transnational, and Neoliberal Dynamics

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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