56 research outputs found
Imperio soviético, infancia y educación
Children constituted a key element of the Soviet empire-building project, reconfiguring childhoods and refashioning the colonial space itself. Children of different ethnicities across the territories of the Soviet republics were to be united by the Russian language and a sense of Soviet patriotism, manifest in such political slogans as “friendship of all people,” “interethnic equalisation,” and “internationalism.” Education curriculum and activities were utilised to facilitate social and cultural “merging” of all ethnic groups on the basis of the Soviet Russian language and culture. At the same time, the Soviet empire advanced the idea of “unity in diversity,” allowing national minorities the right to self-determination and some political autonomy within a socialist context. Drawing on post-colonial theory and critical geography studies, this article looks at how early literacy textbooks were used to shape Soviet childhood by regulating children’s minds, bodies, habits, as well as “locating” them in the empire’s space and time. The article provides a brief historical context of the Soviet empire-building project, followed by a cross-national analysis of early literacy textbooks published in Russia, Armenia, Latvia, and Ukraine. Our goal is to highlight the continuities, contradictions, and ruptures in the vision of the Soviet childhood - and the Soviet future more broadly - as it travelled from the Empire’s centre (Moscow) to its geographically diverse peripheries (Armenia, Latvia, and Ukraine). Los niños constituyeron un elemento clave del proyecto de construcción del imperio soviético, la reconfiguración de la infancia y la remodelación del espacio colonial en sí. Los niños de diferentes etnias en los territorios de las repúblicas soviéticas debían estar unidos por el idioma ruso y por un sentimiento de patriotismo soviético, manifiesto en lemas políticos como la "amistad de todos", la "igualdad interétnica" y el "internacionalismo". El currículum educativo y las actividades se utilizaron para facilitar la "fusión" social y cultural de todos los grupos étnicos sobre la base del idioma y la cultura rusa soviética. Al mismo tiempo, el imperio soviético promulgó la idea de la "unidad en la diversidad", permitiendo a las minorías nacionales el derecho a la autodeterminación y cierta autonomía política dentro de un contexto socialista. Basándose en la teoría postcolonial y los estudios de geografía crítica, este artículo analiza cómo se usaron los libros de texto de alfabetización temprana para moldear la infancia soviética mediante la regularización de las mentes, los cuerpos y los hábitos de los niños, así como "ubicándolos" en el espacio y el tiempo del imperio. El artículo proporciona un breve contexto histórico del proyecto de construcción del imperio soviético, seguido de un análisis internacional de los libros de texto de alfabetización temprana publicados en Rusia, Armenia, Letonia y Ucrania. Nuestro objetivo es resaltar las continuidades, contradicciones y rupturas en la visión de la infancia soviética —y el futuro soviético de manera más amplia—, viajando desde el centro del Imperio (Moscú) a sus periferias geográficamente diversas (Armenia, Letonia y Ucrania)
Thinking through memories of childhood in (post)socialist spaces : ordinary lives in extraordinary times
Editorial: Comparative Education and (De)Colonial Entanglements: Towards More Sustainable and Equitable Learning Futures
The last several decades have seen a global resurgence of academic engagement with decolonial, postcolonial, anti-colonial, and southern scholarship as a way to confront the persisting modern/colonial legacies in education. This special issue brings together a collection of nine articles to critically interrogate (de)colonial entanglements in comparative education by addressing three questions. Who benefits from and who is punished by the colonial legacies of knowledge production in comparative education? How can the professionals and scholars in the field generate more sustainable and just (trans)local and multilingual research practices that act as epistemic disobedience against coloniality? How might we learn from this uncertain time to construct new comparative genres that extend beyond the Western modern/colonial logic? The articles in this special issue challenge the current preoccupation of many researchers, educators, and policy-makers with global education trends – student achievement tests, competitive education league tables, global ranking exercises, and “best practices”– inviting comparative education researchers to articulate decolonial, antisexist, antiracist, and regenerative alternatives that recognize the interdependence of people, place, and planet, as well as the importance of cultural change. Collectively, this special issue aims at creating a space for welcoming critical and creative scholarship to radically reimagine – and ultimately transform – education for more sustainable and equitable global futures.
The last several decades have seen a global resurgence of academic engagement with decolonial, postcolonial, anti-colonial, and southern scholarship as a way to confront the persisting modern/colonial legacies in education. This special issue brings together a collection of nine articles to critically interrogate (de)colonial entanglements in comparative education by addressing three questions. Who benefits from and who is punished by the colonial legacies of knowledge production in comparative education? How can the professionals and scholars in the field generate more sustainable and just (trans)local and multilingual research practices that act as epistemic disobedience against coloniality? How might we learn from this uncertain time to construct new comparative genres that extend beyond the Western modern/colonial logic? The articles in this special issue challenge the current preoccupation of many researchers, educators, and policy-makers with global education trends – student achievement tests, competitive education league tables, global ranking exercises, and “best practices”– inviting comparative education researchers to articulate decolonial, antisexist, antiracist, and regenerative alternatives that recognize the interdependence of people, place, and planet, as well as the importance of cultural change. Collectively, this special issue aims at creating a space for welcoming critical and creative scholarship to radically reimagine – and ultimately transform – education for more sustainable and equitable global futures.
The Shifting Boundaries of Teacher Professionalism: Education Privatization(s) in the Post-Socialist Education Space
Educators worldwide have been caught in the middle of complex globalization debates. One such debate has centered on the role of international education “experts”—usually of Western origin-in the construction and dissemination of “best practices” globally. Whether advising national governments or consulting for international development agencies (such as the World Bank, Organization for Economic Cooperation and Development or the United Nations), these “experts” have operated on the assumption that there exists a common and legitimate “blueprint” of educational policies and practices, which would lead (if implemented properly) to increased educational opportunities and improved educational quality worldwide. In the context of (neo)liberal globalization, they have been called upon to advise governments on such salient policy topics as education governance, teaching methods, curriculum reform, or (in the case of American international development assistance) anti-terrorism. More oen than not, their advice has focused on the diusion of global education policies and practices that, for many scholars in comparative education, have been central in analyses of the coercive spread of (neo)liberal education reforms such as standardization of curricula, decentralization and privatization of schools, or the introduction of national educational assessment and international testing (Dale, 2000; Apple, 2006, 2009; Arnove and Torres, 2007; Robertson, 2007; Torres, 2009; Rizvi and Lingard, 2010)
Editorial: Educación Comparada y Enredos (De)Coloniales: Hacia un futuro de aprendizajes más sustentables y equitativos
The last several decades have seen a global resurgence of academic engagement with decolonial, postcolonial, anti-colonial, and southern scholarship as a way to confront the persisting modern/colonial legacies in education. This special issue brings together a collection of nine articles to critically interrogate (de)colonial entanglements in comparative education by addressing three questions. Who benefits from and who is punished by the colonial legacies of knowledge production in comparative education? How can the professionals and scholars in the field generate more sustainable and just (trans)local and multilingual research practices that act as epistemic disobedience against coloniality? How might we learn from this uncertain time to construct new comparative genres that extend beyond the Western modern/colonial logic? The articles in this special issue challenge the current preoccupation of many researchers, educators, and policy-makers with global education trends – student achievement tests, competitive education league tables, global ranking exercises, and “best practices”– inviting comparative education researchers to articulate decolonial, antisexist, antiracist, and regenerative alternatives that recognize the interdependence of people, place, and planet, as well as the importance of cultural change. Collectively, this special issue aims at creating a space for welcoming critical and creative scholarship to radically reimagine – and ultimately transform – education for more sustainable and equitable global futures.En las últimas décadas se ha visto un resurgimiento del compromiso académico con la investigación decolonial, poscolonial, anticolonial y perspectivas teóricas del sur global como un recurso intelectual para enfrentar los persistentes legados coloniales en la educación. Este número especial presenta nueve trabajos orientados a contestar dos preguntas: ¿Quiénes se benefician y quiénes son castigados por los enredos coloniales de la producción de conocimiento en educación comparada? ¿Cómo pueden las/los profesionales e investigadoras/es de este campo generar prácticas de investigación (trans)locales, multilingües más sostenibles que actúen como desobediencias epistémicas contra el colonialismo? Los artículos de este número especial desafían las preocupaciones de muchas/os investigadoras/es, docentes, y formuladores de políticas con exámenes de rendimiento de estudiantes, tablas competitivas de escolaridad, y "buena prácticas pedagógicas” invitando a las/los investigadoras/es del campo a generar proyectos más decoloniales, antisexistas, antirracistas y regenerativas que reconocen la interdependencia de las personas, el lugar y el planeta, así como la importancia del cambio cultural. Este número especial quiere contribuir para crear un espacio abierto a estudios críticos y creativos para reimaginar y transformar radicalmente, la educación para futuros globales más sostenibles y equitativos
Between Faith and Science: World Culture Theory and Comparative Education
La teoría de la cultura mundial trata de explicar la aparente convergencia de la educación a
través de la perspectiva neoinstitucionalista, entendiendo que la racionalización global de la
educación está impulsada por la lógica de la ciencia y el mito del progreso. A pesar de las críticas
recibidas basadas en las diferentes manifestaciones locales de las tendencias mundiales, tal
crítica está cómodamente instalada en la teoría de la cultura mundial. Nuestra aportación a este
debate se realiza desde una nueva perspectiva, a través del examen de sus fundamentos
ideológicos. Se destaca también el cambio que se ha producido desde las nociones de mito y
representación hacia la defensa de modelos particulares, y se muestra que la teoría de la cultura
mundial puede convertirse en normativa, al mismo tiempo que oscurece nuestra visión sobre la
convergencia política. Por último, se estudia la crítica de los métodos de investigación y las
evidencias en la cultura mundial. Se argumenta que este tipo de investigación, aunque fracasa en
apoyar sus propias afirmaciones, en realidad produce cultura mundial, ya que los supuestos y los
parámetros establecidos crean una imagen importante de consenso y homogeneidad que los
teóricos de la cultura mundial esperan que sea aceptada como base empírica.World culture theory seeks to explain the apparent educational convergence through a
neoinstitutionalist lens, seeing global rationalization in education as driven by the logic of science
and the myth of progress. While critics have challenged these assumptions by focusing on local
manifestations of world-level tendencies, such critique is comfortably accommodated within world
culture theory. We approach the debate from a fresh perspective by examining its ideological
foundations. We also highlight its shift from notions of myth and enactment toward advocacy for
particular models, and we show that world culture theory can become normative, while obscuring
our view of policy convergence. Finally, we critique the methods and evidence in world culture
research. We argue that such research, while failing to support its own claims, actually produces
world culture, as its assumptions and parameters create the very image of consensus and
homogeneity that world culture theorists expect scholars to accept ― in faith ― as empirically
grounded.Grupo FORCE (HUM-386). Departamento de Didáctica y Organización Escolar de la Universidad de Granada
La idiotez y los debates sobre las evaluaciones internacionales a gran escala en las reformas educativas nacionales
Nosotros realizamos una revisión exploratoria de la literatura de investigación y de
políticas públicas relativa a las evaluaciones internacionales a gran escala (ILSA en
inglés) e hicimos dos encuestas con expertos, creadores de políticas públicas y educadores
para entender si, hasta qué punto y cómo tales evaluaciones influenciaron
la producción de políticas públicas en el contexto nacional. Nuestra revisión de la
literatura confirma que ILSA, con sus usos múltiples y ambiguos, funcionan cada
vez más como soluciones idiotas en busca del problema cierto - o sea, parecen ser
usadas como herramientas para legitimar reformas educativas. Con "idiotas" no nos
referimos al uso común de la palabra, que denota a alguien que no es muy inteligente,
sino al significado original de la palabra en griego antiguo, es decir, particular en
oposición a perspectivas cívicas o públicas. Los resultados de nuestra encuesta mostraron
una percepción creciente entre investigadores, creadores de políticas públicas y
educadores, además de otros involucrados, de que las ILSA están teniendo un efecto
en las políticas educativas nacionales, visto que más de un tercio (38%) de los entrevistados
afirmaron que las ILSA fueron, en general, mal empleadas en los contextos
de las políticas públicas nacionales. Sin embargo, mientras que la literatura sobre la
ILSA indica que esas evaluaciones están teniendo alguna influencia, hay poca evidencia
de que exista una relación causal positiva o negativa entre la participación de la
ILSA y la implementación de reformas educativas. Tal vez el cambio más significativo
asociado al uso de las ILSA en la literatura que revisamos sea la manera en que nuevas
condiciones para la comparación educativa a nivel nacional, regional y global se
hicieran posibles
Researching Social Upheaval and Emerging Political Agencies through Childhood Memories
Emerging from a collective biography research, we study childhood memories of adult narrators who personally experienced social upheavals as children during the late 1980s and early 1990s in Romania, Russia, and Mozambique. Drawing on affect theory and agential materialism, and paying particular attention to human and non-human entities - atmospheres, emotions, child-adult relationships, routines, and timespaces - the chapter shows how the very political, maybe as minor gestures or series of differentiation, is entangled in the mattering of the world and figures or reiterates possibilities for agencies. Social upheavals and children’s politics are mutually constitutive and emerge in their intra-active becoming.acceptedVersionPeer reviewe
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