1,171-1,180 of 1,186 Results


Globalization and Education  

Liz Jackson

Few would deny that processes of globalization have impacted education around the world in many important ways. Yet the term “globalization” is relatively new, and its meaning or nature, conceptualization, and impact remain essentially contested within the educational research community. There is no global consensus on the exact time period of its occurrence or its most significant shaping processes, from those who focus on its social and cultural framings to those that hold global political-economic systems or transnational social actors as most influential. Intersecting questions also arise regarding whether its influence on human communities and the world should be conceived of as mostly good or mostly bad, which have significant implications for debates regarding the relationship between globalization and education. Competing understandings of globalization also undergird diverse methodologies and perspectives in expanding fields of research into the relationship between education and globalization. There are many ways to frame the relationship of globalization and education. Scholars often pursue the topic by examining globalization’s perceived impact on education, as in many cases global convergence around educational policies, practices, and values has been observed in the early 21st century. Yet educational borrowing and transferal remains unstraightforward in practice, as educational and cultural differences across social contexts remain, while ultimate ends of education (such as math competencies versus moral cultivation) are essentially contested. Clearly, specificity is important to understand globalization in relation to education. As with globalization generally, globalization in education cannot be merely described as harmful or beneficial, but depends on one’s position, perspective, values, and priorities. Education and educators’ impacts on globalization also remain a worthwhile focus of exploration in research and theorization. Educators do not merely react to globalization and related processes, but purposefully interact with them, as they prepare their students to respond to challenges and opportunities posed by processes associated with globalization. As cultural and political-economic considerations remain crucial in understanding globalization and education, positionality and research ethics and reflexivity remain important research concerns, to understand globalization not just as homogeneity or oppressive top-down features, but as complex and dynamic local and global intersections of people, ideas, and goods, with unclear impacts in the future.


Islamic Education and Contemporary Ethical Dilemmas  

Yusef Waghid

There are at least three approaches to Islamic education: interpretive, critical, and deconstructive understandings of Islamic education. These mutually intertwined approaches to Islamic education lend themselves to various practices through which they engender specific human actions. In the main, the notion of Islamic education can be attentive to some of the ethical dilemmas in the contemporary world, such as human trafficking, global warming, and global terrorism. First, education in Islam is constituted by the notions of hudā (guidance), tarbiyyah (socialization), and hikmah (wisdom)—underlying meanings that give Islamic education its distinctive form. These are also referred to as three intertwined theoretical approaches to Islamic education. In turn, these concepts can give rise to various human actions referred to as practices of Islamic education. Therefore, second, the aforementioned educative concepts engender a’māl (human actions) that can be responsive to undermining ethical dilemmas in the contemporary world, such as ijtihād (individual striving), shūrā (dialogical/deliberative engagement), and ummah (communal action). As a consequence of the prevalence of major ethical predicaments in and about Islamic education in especially the Arab and Muslim world, it is argued that dilemmas of parochialism and male chauvinism, religious and ideological differences, and Islamophobia can most appropriately be addressed through critical and responsible human action. Therefore, third, the a’māl of ijtihād (individual striving), shūrā (dialogical/deliberative engagement), and ummah (communal action) can cultivate responsibility, humanity, diversity, and concern for the other in dealing with the aforementioned human predicaments.


Critical Whiteness Studies  

Barbara Applebaum

In 1903, standing at the dawn of the 20th century, W. E. B. Du Bois wrote that the color line is the defining characteristic of American society. Well into the 21st century, Du Bois’s prescience sadly still rings true. Even when a society is built on a commitment to equality, and even with the election of its first black president, the United States has been unsuccessful in bringing about an end to the rampant and violent effects of racism, as numerous acts of racial violence in the media have shown. For generations, scholars of color, among them Ralph Ellison, James Baldwin, and Franz Fanon, have maintained that whiteness lies at the center of the problem of racism. It is only relatively recently that the critical study of whiteness has become an academic field, committed to disrupting racism by problematizing whiteness as a corrective to the traditional exclusive focus on the racialized “other.” Critical Whiteness Studies (CWS) is a growing field of scholarship whose aim is to reveal the invisible structures that produce and reproduce white supremacy and privilege. CWS presumes a certain conception of racism that is connected to white supremacy. In advancing the importance of vigilance among white people, CWS examines the meaning of white privilege and white privilege pedagogy, as well as how white privilege is connected to complicity in racism. Unless white people learn to acknowledge, rather than deny, how whites are complicit in racism, and until white people develop an awareness that critically questions the frames of truth and conceptions of the “good” through which they understand their social world, Du Bois’s insight will continue to ring true.


Action Research in Teacher Education  

Thomas Ryan

This is an advance summary of a forthcoming article in the Oxford Research Encyclopedia of Education. Please check back later for the full article. Herein the term Action Research is addressed by reflecting upon two words, action and research, united within this century to create something quite useful and commonplace. The word research, which has a long and traceable evolution, has been linked to seeking and to action, which is certainly the opposite of inaction. Upon closer examination, it is the action that can be either covert or overt, since thinking can be an action. When used together Action Research presents an opportunity to seek, pursue, and track one’s actions to arrive at a target. Yet how a person decides to seek provides context. Regardless of the path taken, Action Research involves certain steps, such as reflection, that are focused, strategic, and seeking within a social context to move forward. Action Research is malleable, flexible, and therefore can be many things depending upon how the terms are demarcated. However, herein Action Research is both a strategy and orderly process that supports those who may seek to examine, to change, and/or to improve. Action Research is a commitment and an approach from within that provides a structure that can simplify and guide an inquiry. Action Research (AR) can meet the needs of the individual or a group as it supports self-inquiry and group-inquiry equally, while unfolding in a series of steps and phases. The action step may include either cognitive and/or psycho-motor acts; the reflection step includes efforts to look back and within, whereas the third step, revision, demands that an action researcher plan for their next step. This AR process may include additional steps; however, AR remains cyclical and recursive and at times piecemeal as steps may overlap, accelerate, and challenge the action researcher over time, since theory and practice can be quite disparate.


Critical Race Theory  

Paula Groves Price

This is an advance summary of a forthcoming article in the Oxford Research Encyclopedia of Education. Please check back later for the full article. Race has historically been, and continues to be, a significant issue in all aspects of American society. In the field of education, racial inequality is prominent in the areas of access, opportunity, and outcomes. Critical Race Theory (CRT) is a framework that offers researchers, practitioners, and policy-makers a race-conscious approach to understanding educational inequality and structural racism to find solutions that lead to greater justice. Placing race at the center of analysis, Critical Race Theory scholars interrogate policies and practices that are taken for granted to uncover the overt and covert ways that racist ideologies, structures, and institutions create and maintain racial inequality. In the field of education, CRT is a helpful tool for analyzing policy issues such as school funding, segregation, language policies, discipline policies, and testing and accountability policies. It is also helpful for critically examining the larger issues of epistemology and knowledge production, which are reflected in curriculum and pedagogy. As education is one of the major institutions of knowledge production and dissemination, CRT scholars often push the field to critically examine the master or dominant narratives reproduced in schools and the counter-narratives that are silenced. CRT is a theoretical framework that provides education researchers, policy makers, and practitioners with critical lenses to deconstruct oppressive policies and practices and to construct more emancipatory systems for racial equity and justice.


Critical Vocational-Technical Education and Training: Learning for Economy, Equity, and Environment  

James Gregson

This is an advance summary of a forthcoming article in the Oxford Research Encyclopedia of Education. Please check back later for the full article. In The Green Collar Economy: How One Solution Can Fix Our Two Biggest Problems (2008), Van Jones envisions the possibility of a green economy that addresses not only the current environmental crises but also the promise of the green economy to lift out of poverty those low-income communities and communities of color that have been so devastated by industrial capitalism. While Van Jones, an advocate of natural capitalism and the first African American author of an environmental best seller, recognizes the role of green job training programs in the preparation of workers for green construction, alternative energy (e.g., solar, wind, geothermal energy installation), and sustainable agriculture and food systems, he does not address the curriculum and instruction appropriate for such job training programs. In this article, an overview is provided of the historical roots for critical Vocational-Technical Education and Training (VTET) and of how VTET is situated in the current discourse of the green economy. In doing so, it is posited that a critical vocational-technical education provides the promise of helping to address not only the environmental and socio-economic problems of the day, but also the educational problems associated with neoliberal policies and practices.


Education and the Essence of Technology  

Glenn M. Hudak

This is an advance summary of a forthcoming article in the Oxford Research Encyclopedia of Education. Please check back later for the full article. Martin Heidegger’s conceptualization of Gestell—the essence of technology—is a useful notion that can help educational researchers to “frame” and understand the role of digital technologies within the context of education and schooling. As C. A. Bowers argues in The Cultural Dimensions of Educational Computing (1988), “Heidegger’s thinking about technology, . . . his way of approaching the question of what constitutes the ‘essence of technology’ in relation to human existence was to be more useful [for researchers] in developing a vocabulary for revealing how our relationships are framed . . . by the essential nature of technology” (p. 31). Likewise, as Norm Friesen states in The Place of the Classroom and the Space of the Screen (2011), Heidegger “insisted that [the essence of] technology frames our experience and understanding in particular ways . . . [Heidegger names this] totality in which it is manifested by using the German word Gestell” (pp. 11–12). As such, an understanding of Gestell—the essence of technology—is foundational, and is essential in unpacking the interface between education and technology. For what is at stake is not the use of technological equipment in classrooms per se, rather it is the very way in which Gestell “frames” the way in which we encounter educational situations by amplifying instrumental thinking at the expense of more relational forms of thinking. Here Heidegger calls for a new form of thinking: Gelassenheit, a way of thinking outside the domain of techno-discourse. Can one fully break free of Gestell? Can educators actually stand outside the dominant discourse of technology, especially as schools integrate curricula with digital technologies? An in-depth understanding of the dynamic power of the essence of technology is necessary in order to address these and other related concerns.


Education, Women, and the Politics of Curriculum  

Rubina Saigol

This is an advance summary of a forthcoming article in the Oxford Research Encyclopedia of Education. Please check back later for the full article. For decades now, the discourse on women and education by states, governments, non-governmental organizations, and global development agencies has focused overwhelmingly on access. The excessive preoccupation with enrollment rates, dropout rates, and impediments and constraints on women’s access to education has led to a relative neglect of what access is and what kind of access is being provided. Is it benign, empowering, liberating, and emancipating? Or is it rather that the messages transmitted through schooling tend to serve ends other than women’s own agency and empowerment? The case for educating girls and women is often couched in an instrumental vocabulary centered on the idea that it is good for the state, nation, country, motherhood, family, community, economic growth, and development. Such utilitarian arguments overlook the idea that education is a basic human right, and the aim of women’s education should be to empower women themselves, for their own sake, instead of as a means to ends outside of themselves. The underlying assumption in instrumental and utilitarian arguments is that what is taught in schools—the curriculum—is neutral and objective and empowers all those who are exposed to it. There is little understanding, especially among policymakers and bureaucrats, that curriculum is not neutral or impartial; rather it is a highly contested, contradictory, and conflicted space with various social groups (religious, sectarian, nationalist, ethnic, racist, or other) attempting to gain the inclusion of their own knowledge as the only legitimate one. The old questions in education—whose knowledge is legitimate knowledge, and who decides which knowledge to include from a vast universe of available knowledge—is as relevant today as it was when first posited. In other words, what a society, community, or nation decides to transmit as “the truth” and what it prefers to exclude are highly political decisions steeped in conflicts over hegemony and power. One of the most dominant and hegemonic discourses, historically and in contemporary times, is patriarchy. The belief that men/masculinity and women/femininity are polar opposites, and that the former category is overall superior to the latter, which is subordinate to it, is a universal ideology that informs the discourses of the nation, state, family, development, and all the institutions of governments, states, and the global community. Patriarchal ideas, values, and practices enter into capitalist, neoliberal, nationalist, religious, and cultural narratives across the globe and adapt to the system in place. Feminism and Women’s Studies have unpacked patriarchal discourses by revealing masculine biases in the very construction, packaging, and distribution of knowledge. However, feminist knowledge is mostly ghettoized in Women’s Studies or Gender Studies Departments, without forming the essential core of the curriculum in all social, humanistic, and hard science disciplinary areas. Under pressure from human rights and women’s rights constituencies, some content may be added or deleted from the curricula and textbooks, but the dominant religious, nationalist, and neoliberal discourses remain devoid of the insights of feminism that have provided new ways of conceptualizing the world and transforming it into a place of greater justice and equality.


Epistemology and Teacher Education  

Matthew Smith

This is an advance summary of a forthcoming article in the Oxford Research Encyclopedia of Education. Please check back later for the full article. For teachers to effectively engage in given pedagogical practices, they need to have beliefs that support these approaches to teaching. These are not philosophical beliefs per se; rather, they are the individual understandings that teachers hold about the nature of knowledge and knowing, which underpin and guide their actions and which are referred to as personal epistemologies. A wide range of paradigms for understanding and studying personal epistemologies is evident in the research literature in this field, but these different perspective and approaches—while varied in outlook and conclusion—point to how important it is that initial teacher education courses allow for the development of sophisticated personal epistemologies through explicit teaching that enables students to think ontologically and epistemologically, and that teacher educators initiate and sustain reflective and discursive practices throughout their courses to promote the best possible outcomes for the children that student teachers will go on to teach in their subsequent careers.


Home Schooling and Home Education  

Kalwant Bhopal and Martin Myers

This is an advance summary of a forthcoming article in the Oxford Research Encyclopedia of Education. Please check back later for the full article. Home schooling (often referred to as “home education” in the United Kingdom) is a decision made by many types of families to take direct responsibility for their children’s education rather than sending them to school. Home schooling is an increasingly popular choice for parents in Europe and North America. In many respects the ubiquity of schooling is a relatively recent innovation reflecting the increasing management of educational practices by the state. Traditionally, home schooling may have been the only option available to many families until the 20th century. In the United States the return toward home schooling became an identifiable trend among disparate types of families in the late 1960s. On the one hand it appealed to conservative, Christian evangelical families who have argued that education is the responsibility of the family and who also wanted schooling to reflect their personal religious values. On the other hand, home schooling was the choice of radical and liberal parents who challenged both the pedagogical practices of schools and the types of knowledge prevalent in the curriculum. More recently, however, a more heterogeneous and diverse range of families have increasingly turned toward home schooling. These include families from black and minority ethnic backgrounds, those whose children have special educational needs, and those who are dissatisfied with the education that schools offer their children. In tandem with the growth in numbers there has been widespread concern that parents who choose to home school are putting their children at risk of physical abuse, neglect, lack of interaction with others, and poor educational outcomes. The identification of the risks of home schooling is often a controversial subject, not least because many home schoolers specifically choose this route in response to the risks they associate with sending their children to school. For many families, their decisions to home educate are often entangled within contested discourses shaped by ethnicity, religious, cultural affiliations, or a dissatisfaction with the education mainstream schools offer. For black and minority ethnic families, home schooling is often a strategy adopted to counter the racism, oppression or inequity their children experience in schools. For other families, such as those with children who have special educational needs, schools are simply unable to cater to their children’s needs. How parents manage the different risks associated with making this decision is key to understanding the complexities of home education and why some families chose to do it, while others do not.