Ulteriori informazioni
Awarded Best Book prize by CIES Globalization and Education SIG
Awarded 2nd Prize in the Society of Educational Studies Annual Book Prize
Elite schools have always been social choreographers par excellence. The world over, they put together highly dexterous performances as they stage and restage changing relations of ruling. They are adept at aligning their social choreographies to shifting historical conditions and cultural tastes. In multiple theatres, they now regularly rehearse the irregular art of being global. Elite schools around the world are positioned at the intersecting pinnacles of various scales, systems and regimes of social, cultural, political and economic power. They have much in common but are also diverse. They illustrate how various modalities of power are enjoyed and put to work and how educational and social inequalities are shaped and shifted. They, thus, speak to the social zeitgeist. Thisbook dissects this intricate choreography.
Sommario
Introduction.- Chapter 1. Little England's 'Public Schools'.- Chapter 2. Colonialism, Capitalism and Christianity.- Chapter 3. Mobilizing the Past in the Changing Present.- Chapter 4. Principal Experiments on the Global Stage.- Chapter 5. Curriculum Contestations.- Chapter 6. Students on the Move.- Chapter 7. The Art of Privilege.- Conclusion: Looking Back, Looking Ahead.
Info autore
Jane Kenway is Australian Research Council Professorial Fellow, Professor of Global Education Studies at Monash University, Australia, and an elected Fellow of the Academy of Social Sciences, Australia.
Johannah Fahey is Adjunct Senior Research Fellow in the Faculty of Education at Monash University, Australia.
Debbie Epstein, Professor of Cultural Studies in Education at Roehampton University, UK, became an academic after a career in school teaching.
Aaron Koh is Associate Professor, The Chinese University of Hong Kong, Faculty of Education, Department of Educational Administration and Policy, Hong Kong.
Cameron McCarthy is Research Professor and University Scholar in the Global Studies in Education Division of the Educational Policy Department of the University of Illinois, USA.
Fazal Rizvi is Professor in Global Studies in Education at The University of Melbourne, Australia and is also an Emeritus Professor at the University of Illinois, at Urbana-Champaign, USA.
Riassunto
Awarded Best Book prize by CIES Globalization and Education SIG
Awarded 2nd Prize in the Society of Educational Studies Annual Book Prize
Elite schools have always been social choreographers par excellence. The world over, they put together highly dexterous performances as they stage and restage changing relations of ruling. They are adept at aligning their social choreographies to shifting historical conditions and cultural tastes. In multiple theatres, they now regularly rehearse the irregular art of being global. Elite schools around the world are positioned at the intersecting pinnacles of various scales, systems and regimes of social, cultural, political and economic power. They have much in common but are also diverse. They illustrate how various modalities of power are enjoyed and put to work and how educational and social inequalities are shaped and shifted. They, thus, speak to the social zeitgeist. Thisbook dissects this intricate choreography.
Testo aggiuntivo
“This book is a compelling account of the ultra-serviceability of the English public school ethos and its masculinist, class-ridden and exclusionary practices. … The result is a sociological tour de force. … This is a monograph to savour, even if its main subjects’ selfish and rampant individualism are themselves deeply unappealing.” (Valerie Hey, Comparative Education, January, 2018)
Relazione
"This book is a compelling account of the ultra-serviceability of the English public school ethos and its masculinist, class-ridden and exclusionary practices. ... The result is a sociological tour de force. ... This is a monograph to savour, even if its main subjects' selfish and rampant individualism are themselves deeply unappealing." (Valerie Hey, Comparative Education, January, 2018)
