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What does educational policy-making and institutional practice entail in an era of globalization? Global interactions challenge conventional assumptions governing the certainty of geographical boundedness; simplistic notions of citizenship and identity; fixed notions of time, space and movement, and clear distinctions between economic modes of production and consumption. Irving Epstein argues that conventional educational institutions and the policies that support them tend to ignore such anxiety by affirming a belief in educational modernism to the exclusion of other possibilities. What is missing in most of these analyses is an appreciation for the role of affect in determining how our encounters with these practices become significant and how our efforts to find meaning in those policies and practices lead to their acceptance or rejection. This book is the first application of affect theory to comparative education themes and shows how it can help to form a more robust discussion of the policy-making process and the popular reactions to it. After discussing the key concepts associated with affect theory, he presents a total of six case studies. Three of the cases depict relationships between educational, cultural, and social organizations whose purposes conflict with one another but whose presence is indicative of a loss of faith in the efficacy of public schooling. Three of the cases are illustrative of an even greater systematic rejection of educational institutional aim and purpose.>
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Irving Epstein is the Rhodes Professor Emeritus of Peace and Social Justice at Illinois Wesleyan University, USA. In addition to Education, Affect, and Film, he is the author of Affect Theory and Comparative Education Discourse (2019). His other book length publications include the edited volumes Chinese Education: Problems, Policies and Prospects (1991), Recapturing the Personal (2007), The Greenwood Encyclopedia of Children’s Issues Worldwide (2007), and The Whole World is Texting: Youth Protest in the Information Age (2015). From 1988-1998, he served as an associate editor of the Comparative Education Review and is currently an Emeritus member of the Scholars at Risk advisory board, an international network devoted to protecting scholars from persecution while engaging in academic freedom advocacy.
