Search

This article discusses the concept of cosmopolitan nationalism and its intersection with education policy. It challenges the binary view of nationalism and cosmopolitanism, arguing that education has been influenced by globalization and the pressure to internationalize curricula. The concept of cosmopolitan nationalism recognizes the conflicting pressures within national education structures that promote both internationalization and local relevance. The article calls for theoretical and empirical contributions to further explore and understand the role of cosmopolitan nationalism in education policy and its impact on global and local imperatives. [Extracted from the article]

Previous research exploring how working-class women experience UK Higher Education (HE) work has made evident recurring themes around social segregation and corresponding difficulties with feeling they belong. This paper develops this work by exploring the ways in which UK, HE based working-class women lecturers talk about their sense of belonging. It was found that, in contemporary UK HE, lecturing work is located within a marketised space where caring for students is central and the deployment of emotional labour to seen to be a necessary requirement to meet those demands. In addition, this labour is understood to be work that working-class women can readily take up, and as one of the few vehicles to enable feelings of value and belonging. However, this work is also devalued, unaccounted for and potentially harmful to those who do engage in it, therefore shoring up/ reinforcing a class and gender stratified UK academy. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the authors discuss various reports within the issue on topics including understanding education policy, the book "Education Reform: A Critical and Post-structural Approach," by Stephen Ball, and contemporary Korean art following the postcolonial.

With the increased use of data in the governance of education, studies on how human beings interact with data become increasingly important. Recent scholarship has conceptualized human responses to data through the notion of affectivity. While this conceptualization offers a viable alternative to previous rational choice theorizations of human responses to data that over-emphasize rational though, it in turn under-emphasizes rational thought. This paper theorizes human responses to data as a matter of being set in motion by data, a term that includes rational thought, affect, and other responses. Through the philosophy of agential realism and an empirical analysis of various actors engaging with Danish graduate unemployment data, the paper elaborates how data and human beings (among other entities) intra-act and how human beings are affected by data, both in terms of what the data articulate and in terms of a code of conduct for dealing with data. [ABSTRACT FROM AUTHOR]

In response to the contemporary problematic of populism and associated reactionary right-wing politics, this paper argues for a greater analytic focus on the role of schools and teacher expertise in understanding the social relations of populism. This conceptual paper builds a conjunctural conceptualisation of populism that understands it as an invariable political modality of modern democracies, mobilised to different political ends. Extending this analysis, I explore the ways in which schools and teacher expertise lie at the heart of the populist tension between the 'expert' and the 'layperson'. The social relationships to knowledge and knowledge-making institutions are fundamental to populism as well as the hierarchies of being understood (or not) as a 'knower' capable of truth-claims in modern liberal democracies. I conclude by arguing the need to engage in the social relations of 'popular' and 'expert' knowledge claims and the politics that underlie them. [ABSTRACT FROM AUTHOR]

While much literature has been produced on globalization, privatization, and the State individually, it has not been common to treat them together, at least not in the field of comparative and international education. There is excellent work that has documented the ways in which globalization and privatization have influenced education reform, but extant scholarship typically has not engaged with theories of the State. In this paper, through the case of Honduras, we explore the aforementioned issues. First, we draw on the approach of Critical International Political Economy (CIPE) to understand the ways that (political-economic) globalization and privatization have affected and manifested in both policymaking and the provision of education. The second half of the paper then turns the gaze back on the Honduran State and draws on State theory literature to consider why globalization and privatization have been able to be so influential in the first place. [ABSTRACT FROM AUTHOR]

With the purpose of ending wars, international organizations and governments promote reintegration projects that seek to transform combatants affiliated with illegal armed groups into citizens through education. The assumption behind these efforts is that through education, ex-combatants will become economically independent, overcome marginalization, experience personal transformations, and integrate into communities. This paper questions this optimistic narrative of education by highlighting the differentiated meanings of education for ex-combatants reintegrating in urban Colombia. Listening to the voices of ex-combatants who have engaged in technical and vocational education programs, this paper compares policy narratives with ex-combatants' narratives regarding the role of education in the reintegration process. The analysis reveals how for ex-combatants, education is a complex social practice that redistributes resources and contributes to positive psychosocial and empowerment transformations. At the same time, it is a process of insertion into an individualistic system and adaptation to unequal participation within the country's socio-economic hierarchy. [ABSTRACT FROM AUTHOR]

Calculation has emerged as an imperative practice, providing universities with one of their most effective strategies for self-governance. This norm has significantly influenced university decisions on the availability of places across different disciplines. Utilising the Foucauldian conceptual tool ‘technology of government’, this paper delves into the nuances of self-governance under the Australian Demand-Driven Funding System, which allows universities to admit as many undergraduate students as they desire. This study is based on semi-structured interviews with key policymakers from government and university sectors, and document analysis of government reports, ministerial speeches, and parliamentary Hansard. Two arguments are made in this paper. First, the Demand-Driven Funding System marks a transformation in governing modes, moving from a totalising towards an individualising one. It makes universities autonomous while holding them responsible for their allocation decisions. Second, it argues that the ways universities govern themselves for risk management are driven by calculation processes and practices, where heterogeneous information is formulated into quantifiable data and informative tables to prevent financial losses. [ABSTRACT FROM AUTHOR]

This paper outlines the emergent findings and theoretical foundations of Reading Climate: Indigenous literatures, English and Sustainable Futures, cross disciplinary research in Indigenous Studies, Education, and Literary Studies. Our team investigates epistemologies for the teaching of secondary subject English and tertiary courses and how they might be productively reworked. We draw on ‘Indigenous relationality’ as proposed by Mary Graham, Elder Scholar of the Kombumerri clan of the Yugambeh Nation as a core principle in shifting English pedagogy from text-focused close reading. We investigate how a move from exclusively close-reading approaches is important because of the ways in which such a scholarly practice is premised on both potentially canonical and thus Eurocentric intertexts, and the abstraction of the text from cultural and authorial sovereignty. Further, close reading limits the use of textual artefacts, and the knowledge contained within them, to literary concerns of structure, features, devices, effects, and audiences. Here we show how reader relationality involves the reader's reflective stance, the writing's contexts, the guidance of the writer, and the function of the reading process. This paper contributes to and extends approaches to English arguing that inclusion of Indigenous writing in curriculum includes but must go beyond text selection and adoption. [ABSTRACT FROM AUTHOR]

Although the pedagogic device is viewed as a crucial element within the sociology of education, little research explores its historical development. This paper explores some iterations of the pedagogic device over the last 40 years, focusing on its origins in South America. By exploring Bernstein's ideas of the pedagogic device and pedagogic rights alongside Freire's understanding of activism, this paper demonstrates a dual purpose for the pedagogic device – of and for transmission and interruption. The theoretical proposition of this paper was informed by empirical work co-produced with 26 teacher activists working in Chilean compulsory schooling. The findings from the broader project show that teacher activism is not external to the pedagogic device but a cornerstone to it. By demonstrating the potential of the pedagogic device for interruption and transformation in Chilean schooling, we provide a retrospective account of the Southern influences on its development, revealing the importance of the Global South in shaping one of Bernstein's enduring ideas. [ABSTRACT FROM AUTHOR]

It is well-known that digital learning materials influence the classroom curriculum and didactics. At the same time, few studies examine the role of the data visualizations offered by digital learning materials. Data visualizations signpost the emergence of students as data subjects who can be observed and compared on a computer screen. They thus shape teachers' socio-technical ways of seeing student learning and are likely to influence student assessments. Drawing inspiration from Science and Technology Studies (STS), this paper advances an analytical framework for eliciting the politics of data visualizations, focusing on automation, agencies, and aesthetics. The framework is exemplified through a case study of a popular Danish digital mathematics platform. In a concluding discussion, the paper considers the importance of addressing unsettled and ethical questions about the role of automated digital systems in teachers' knowledge practices. [ABSTRACT FROM AUTHOR]

This paper draws on the concept of affective atmospheres to theorize how democracy and democratic education take hold and circulate in classrooms and schools. The paper asks under which circumstances affective atmospheres are experienced or even 'engineered', encompassing affective and material features that (de)legitimate democracy, democratic education and right-wing populism. The aim is to render the concept of atmosphere tractable through a line of theorizing that recognizes the affective force of democracy and right-wing populism and asks how democratic education may respond by paying careful attention to democracy as affectively produced and transmitted. The paper also examines what it would take to reinvigorate the affective atmospheres of democratic education in schools in light of the rise of right-wing populist affectivity. The analysis makes a contribution to the challenge of asking how right-wing populist affectivity might be resisted in the context of democratic education. [ABSTRACT FROM AUTHOR]

This paper explores the governmentality in Macao's higher education (HE) by exemplifying how neoliberalism and Chinese nationalism simultaneously inform the governmental rationalities and technologies in the city. Like many other systems, neoliberalism has substantially shaped Macao's HE. However, owing to post-colonial identity, Chinese nationalism has become a significant driving force in the development of Macao's HE after the handover. On the basis of governmentality and a qualitative single case approach, this paper demonstrates how the neoliberal logic and nationalist discourses frame the governmentality in postcolonial Macao's HE. The paper further argues that the recent development of the Guangdong-Hong Kong-Macao Greater Bay Area signifies an intensification of national integration that is deliberately associated with a wave of marketisation in HE. These developments represent the economic and political imperatives of Macao's HE policy and provide insights into Chineseness in HE within the contemporary political context. [ABSTRACT FROM AUTHOR]

Research framed by evolving sociocultural theories have been fundamental in advancing the study of early childhood literacies. More recently the field has been enriched by posthumanist theories that have shifted the analytic gaze from children's participation in literacy practices and events, to the fluid relationality of literacies. Concurrently, neo-Vygotskian scholars have advanced cultural-historical concepts to study a child and their environment in unity. This paper brings neo-Vygotskian thinking into dialogue with 'more-than-human' literacies in early childhood. Drawing on vignettes generated from an ethnography involving 3–4-year-old children, the paper explores the in-between-ness of young children and the socio-material environment during encounters with text, to seek insights into the emerging idiosyncratic, subjectively, and relationally produced experiences. From this conceptual space, the paper considers the ways in which children's intention and orientation emerge with text and how micromoments in relations can be sites of potential transformation. [ABSTRACT FROM AUTHOR]

Research on Artificial Intelligence, especially in the field of machine learning, has exploded in the twenty-first century. AI research in universities has long been funded by a combination of government and corporate sources. The funding of AI research in the contemporary university includes technology companies as both funders and generators of research areas. This paper looks at the links between technology companies and AI research in three areas: first, the ways in which technology companies influence both the content and practices of AI research in universities; second, how university research policies enable conditions that blur traditional boundaries between corporate and academic AI research; and third, how an ethos of 'open science', that is increasingly corporatised, moves ideas about AI from universities to companies. We conclude that technology companies influence AI research within established feedback loops in the transformed relationships between economy, society, research, and the contemporary university. [ABSTRACT FROM AUTHOR]

Cultural and linguistic diversity in educational settings is the new normal internationally. However, domestic research shows that Indigenous Australian students are still not benefiting from school. Despite global research on Culturally Responsive Pedagogies and Reggio Emilia being proven to work with minoritised groups in settler societies, little research exists in Australia. This paper addresses this noticeable gap in the literature, bringing into dialogue the culturally responsive pedagogy movement with Reggio Emilia principles for theoretical nuanced examination of listening pedagogies. This dialogue seeks to shift epistemological and ontological framings of the child and their schooling experience. The paper argues for a deterritorialising of Indigenous ways of being and knowing that view learning as socially and culturally mediated. A central finding is that culturally responsive Reggio Emilia inspired practice offers educational change through a decolonising frame using instructional dimensions of relational and dialogic teaching. The paper concludes that reductive pedagogy constrains Indigenous listening and learning and that explicitly connecting curriculum to students' cultural strengths is an instructional reform opportunity for reterritorialising pedagogy. [ABSTRACT FROM AUTHOR]

Too few studies of elite private schools consider how they derive power and prestige from their relationships and interactions with other social and political groups and institutions, including the State. This paper contributes to elite school studies by examining the relationality between the Australian State and private sector schools around how government funds public and private education. Of all Australian students, 35.5% attend private schools. All private schools, including elite schools, receive significant amounts of taxpayers' money. After explaining the complex policy architecture of this funding regime, this paper offers a fresh set of conceptual resources to help deepen the analysis of this situation. We argue that the whole Australian private school sector operates as an accumulation economy, essentially utilising public sector resources to enlarge, enrich and sustain itself. This happens via three dynamics – accumulation by extraction, by mystification and by depletion. We show how elite schools are part of, and benefit from, each. [ABSTRACT FROM AUTHOR]

Elite schools in the UK are bound to the history of British colonialism. This paper examines the material ties between these schools and the transatlantic slave trade. We combine multiple sources to examine which schools and their alumni accrued substantial economic capital derived from the enslavement of Black people. We find two principal connections: first, in donations and foundations of schools from those who made their fortune in the slave trade; and second, through income of boys attending these schools. Drawing on the Legacies of British Slavery dataset, we show that schools with alumni benefitting from the slave trade include the most prestigious British private schools. Moreover, this paper traces the histories of several secondary schools founded by, or in receipt of, substantial donations from slave-owning families. We argue that extractive, violent forms of colonial capital accumulation have been central to, the formation and maintenance of these elite educational institutions. [ABSTRACT FROM AUTHOR]

Education-UK and British private schools more specifically are often framed as a global brand of 'world-class' quality. However, the increased competition within the international education market has meant British private schools cannot rest on their laurels but instead must continue to project their 'world-classness' in a way that does not diminish their brand image. Drawing on interviews of parents and key gatekeepers, this paper examines how British private schools in Nigeria (BPS-NIG) and British private boarding schools in the UK (BPBS-UK) evoked and projected their supposed world-classness through the strategic use of white symbolism and the expensive admission process. The paper contends that the latter are types of soft-sell marketing techniques utilised by BPS-NIG and BPBS-UK to sell British schools without imperilling their brand image. The paper concludes by drawing attention to the racial implication of framing whiteness and white British specifically as synonymous with high-quality, 'world-class' education. [ABSTRACT FROM AUTHOR]

Since 2007, 'Closing the Gap' between Indigenous and non-Indigenous people has been an ambition of Australian state and federal governments in areas including education, employment, and health. This paper examines media responses to government policies aimed at closing the achievement gap in schools. The paper analyses print and online newspaper articles in national and capital city/state-based newspapers that reported on the implementation and success of Closing the Gap policies in Australia's schools. The paper argues that media narratives are often based on NAPLAN results, data sourced from the MySchool website, or newspaper-created metrics that support their own narrative. This paper highlights the narratives being purported to readers via the selective nature of newspaper data, and subsequently how these narratives attempt to influence the public discourse. [ABSTRACT FROM AUTHOR]

*Prepared for the Institute for Cultural Policy Studies Conference, Griffith University, 1-4 December 1988. Thanks to Lesley Johnson, Michael Bartos, Ralph Hall, Di Zetlin, Simon During, Graham McCulloch, and especially Gary Wickham for their helpful comments on an earlier version of this argument. [ABSTRACT FROM PUBLISHER]

Provides information for individuals seeking to contribute in the 2005 special issue on "Digital Childhood and Youth: New Texts, New Literacies." Format and guidelines; Deadline for submissions; Resources for additional information.

This paper critically analyzes gap discourses in student learning, starting from the achievement gap, education debt, and opportunity gaps, applying the lens of coloniality, racial-capitalism, and modernity (CRCM). Gap discourses are the prevalent rationale behind educational policies and school reforms globally. Specifically in the United States, achievement gap discourses contribute substantially to the educational framework that minoritized students (students of color) are inherently – intellectually and academically – behind White students. This paper will show the pervasive power of achievement gap discourses and their influence on school policy, practices, and norms. Additionally, we highlight how some of the most formidable achievement gap critiques fail to grasp the power of gap discourses. In some cases, these critiques end up reifying White supremacy ideologies. We propose a decoloniality framework or a layered and multi-disciplinary response to help re-think the entire gap discourses informed by White supremacy. [ABSTRACT FROM AUTHOR]

This conceptual paper examines reparations as a vital yet under-researched orientation to justice in education. The idea of reparations requires us to understand the interconnections between past, present and future in both the formation of injustice and its repair. It implies that until injustices are actively addressed they can endure in social institutions – like education – which also shape lives-to-come. The paper explores material, epistemic, and pedagogic approaches to reparations in education. It argues that attention to reparations can upturn conventional scholarly and political approaches which frame education either as a force of social reproduction or as a track to upward social mobility. Instead, models of reparative justice ask: what sorts of futures of education can emerge from taking seriously the righting of past and present educational wrongs? Injustice is not an inevitability in reparative futures of education: these are new, if challenging, horizons of theory and practice for the field. [ABSTRACT FROM AUTHOR]

Responding to both recent interest in sound within qualitative education research and sound studies literature that conceptualizes sound as a posthuman technology, we use this paper to explore the following research questions: How does sound both enact and unveil posthuman learning ecologies? And how can education scholars engage sound within posthuman research? Through a posthuman framework, we position noise as an analytical tool for exploring and unveiling more-than-human relations. We then draw parallels between posthuman qualitative research into sound (via noise) and the ideological foundation of experimental music, a musical tradition deeply invested in working with sound as an agentic actor. Within this alignment, we propose using graphic scores to transcribe sonic data without reinscribing humanist research aims. To illustrate, we provide a micro-analysis of preservice teachers engaged in a role-playing game activity and uncover the ways sound asserts its agency within learning ecologies. [ABSTRACT FROM AUTHOR]

Global narratives of educational philanthropy tend to emphasise the significant influence donors have in shaping public school policy and practice. In Australia, however, tax laws work to narrow the possibilities for philanthropy to exert influence over public schooling. Indeed, public schools (unlike private schools and Higher Education institutions) are unable to receive 'direct' philanthropic income, yet they can benefit from philanthropically supported programmes and services. Delving into this complex regulatory environment, this paper maps the types of philanthropic actors – including foundations, charities, intermediaries, not-for-profits, churches and Parent and Citizen associations – that are working with/in Australian public schools, and questions their potential to influence school policy and practice. We cautiously argue that edu-philanthropy in the Australian context is not a picture of policy distortion, but one that is responding to the current policy context of economic rationalism and the rollback of the welfare state, to support and enrich public schooling. [ABSTRACT FROM AUTHOR]

The Wandiny creative gathering of Indigenous and non-Indigenous poets, artists, Elders, and participants across Australia actively sought to foreground First Nations voices, stories, poetry, art, and ontology. This paper presents the auto-ethnographic reflections from the event organisers, demonstrating that participation in a gathering that honours Eldership and Country is a profoundly personal and spiritual experience. Following a call-and-response format, the event promoted deep listening and responsive writing contributed to a cultural sense of being and understanding. [ABSTRACT FROM AUTHOR]

By tracing roughly 200 years of the formation of American school subjects, this paper complicates some of the self-evidence for calls to adapt school subjects according to complex health concerns, more recently amplified by COVID-19. To do so, the paper diagrams a counter-memory of three key amalgams of health related to the makings of school mathematics and reading-as-literacy: balancing mind–body-spirit-matter-nation networks, scientizing a hygiene of instruction for 'ethnic' minds, and reconfiguring bio-psycho-social adjustment – all pursued as problems of duration, intensity, and distance from differently dynamic and/or racializing norms. Throughout, we draw attention to how both universalizing and ethno-specific orthodoxies and their proposed alternatives have produced school subjects as self-evident strategic sites for addressing health concerns that invite underappreciated dangers today. [ABSTRACT FROM AUTHOR]

Previous work on working-class academics has highlighted recurring themes, such as micro-aggressions, imposter syndrome, liminality, exclusion, invisibility and habitus. These themes have been encapsulated in a number of metaphors, such as 'the ghost' and 'the phantom-limb', both of which connote absence, silence and marginalisation. Whilst these metaphors vividly describe the lived experiences of working-class academics, it is necessary to make room for a more positive space in which academics can construct alternative futures. It is necessary to develop a 'politics of critical hope'. A politics of critical hope seeks to move beyond linear narratives of victimhood, anger and heroic narratives of overcoming. This conceptual paper develops a critical hope that interrogates and repurposes dominant epistemologies in order to foster a bricolage of reparative and empathetic truths. It gestures towards an intersectional politics of academic work, compelling us to recognise that empowerment/ disempowerment is highly complex and stratified in nature. [ABSTRACT FROM AUTHOR]

Corresponding to the party-state's expressed ambition to build a just society, Chinese citizenship education involves educating students for social justice. This paper critically examines the discursive subject of social justice in official citizenship education by analyzing school textbooks and interviewing schoolteachers. It sheds light on the discursive construction of social justice primarily through narratives of justice rather than injustice. Drawing upon the notion that injustice is distinct from and has priority over justice in moral and political philosophy and social theory, this paper argues that the positive discursive construction of social justice enables the party-state to manipulate social consensus and manufacture depoliticized, individualized and authoritarian citizenship. Seeing the lack of opportunity to teach and learn social injustice as epistemic injustice in itself, the paper suggests that education for social justice should be oriented as education against social injustice in China and beyond. [ABSTRACT FROM AUTHOR]

An introduction to the special issue of the journal regarding the education and identities of Muslim people is presented in which the editor discusses various papers on topics including being Muslim in a multicultural society, Muslim schools diversity, and the formulation of Islamic Religious Education (IRE).

This paper uses critical discourse analysis and critical literacy to analyze the first in a series of literacy primers developed with US support for children in Afghanistan in the 1980s, called 'Jihad literacy'. The text is analyzed for its ideological content as related to the themes of religion, violence, and martyrdom in the historical perspective of the Cold War and the Soviet Union's invasion of Afghanistan. The paper demonstrates how the notion of 'Jihad' was subverted to promote a holy war against the Soviet invasion. The educational system supported by the US created a radical version of Islam based on violence and martyrdom, shaping the Afghan society to this day. We contend that the same or similar institutions shape current discourses as in the past and that children are the main victims of politico-economic warfare. [ABSTRACT FROM AUTHOR]

Drawing on a Foucauldian theorisation and an in-depth study with eight disabled student activists in England, this paper explores how persistent marginalisation and ableism in higher education has triggered a wave of activism among disabled students, who, just before the advent of the pandemic, had organised a structured movement, Disabled Students UK. We employ Foucault's ideas of the care of the self and others to discuss the formation of disabled students as activist subjects fighting discrimination in English higher education, in a moment in which the intersection between inclusive policies and austerity measures exposed the ableism rooted in academic practices. This paper promotes discussion on the nurturing relationship that exists between the individual and the community in constituting disability activism and disabled activists. [ABSTRACT FROM AUTHOR]

This paper addresses the ways through which new philanthropy in education is being enacted in Portugal, focusing on one of its significant imaginaries: social inclusion. We analyse EPIS (Entrepreneurs for Social Inclusion), a top association dedicated to corporate philanthropy with a growing presence in the education system. Drawing on Popkewitz's concept of fabrication, it examines EPIS' programmes and deliverables as technologies that constitute social inclusion as an object of policy, knowledge and practice, targeting students (transforming 'at-risk' students into entrepreneurs), teachers and schools (transforming their cultures to become performance-oriented), and the relationship between State and non-State actors (fostering the State's adoption of a rule-following role, dependent on knowledge generated by non-State actors). This paper suggests that new philanthropies' social inclusion imaginary enacts a system of reason that promulgates results-oriented and evidence-based approaches to educational policy and knowledge. [ABSTRACT FROM AUTHOR]

In June 2019, Québec passed Bill 21, entitled: 'An Act respecting the laicity of the State'. This bill bans public servants from wearing religious symbols in the workplace. Among the affected employees are judges, teachers, and government officers. This paper considers the ethical ramifications of Bill 21 on education. Particularly, this paper examines some prime arguments for and against abridging religious rights for teachers and public servants. Then, the paper explicates the immanent tension between the desire to advance tolerance and the exercise of intolerant practices against minorities. In this sense, the case of Bill 21 exemplifies the fragility of tolerance. Drawing from Dewey's pragmatic understanding and agonistic models of democracy, the concluding section of this paper argues for the development of a more inclusive understanding of tolerance that will offer students educational experience and encourage them to constantly consider their predispositions and biases towards the other. [ABSTRACT FROM AUTHOR]

Research investigating elite schools has highlighted how students within these learning environments embody and naturalise their privilege through discourses of merit, hard work, and innate talent and skill. However, relatively little is known about how privilege, and its associated discourses, moves with students beyond the school gate and into adulthood. In this paper we present accounts from elite boys' school alumni to interrogate how they mediate representations of Self as morally 'good and sincere'. The active disavowal of the elite education experience, and deferral of culpability from the cultural practices of these institutions feature in these accounts. In particular, the paper explores the strategies used to reconcile aspects of the elite boys' school experience. We argue that these practices of disavowal and deferred culpability provide a degree of personal and professional mobility, from which the cultivation of a positive sense of self as a 'good' man emerges. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to historicize the traveling idea of teacher professionalism in the context of South Korea and to investigate how the idea is culturally translated and negotiated together with the traditional notion of a teacher. In doing so, this paper problematizes the modern idea of 'teachers as professionals' and its translation through the idea of territorialization. The investigation on the modern episteme of teachers revealed the colonialization of modernization as scientization. In doing so, multiple classifications and ordering practices occurred in the making of professional teachers as a particular kind of people were discussed. Simultaneously, the study also made clear that the traditional episteme has not disappeared nor simply westernized. Rather, the result showed that the modern understanding of a teacher was re-territorialized with traditional episteme and it created new subjectivities of Korean teachers as professional Confucian teachers. [ABSTRACT FROM AUTHOR]

This paper aims to explain the path of higher education development and governance in (post-colonial) Hong Kong in light of the concept of hybridity. The paper begins with a historical review, delineating the establishment of major universities in Hong Kong, thereby illustrating how hybridity informs the trajectory of higher education development in the city. Considering the tensions and conflicts that emerged during the post-colonial transition and underlining the influences of managerialism and political activism, the paper draws on data from interviews with university council members and student leaders to outline the issues on university governance in Hong Kong. This paper argues that the response of the Chinese central government to the social unrest in the city represents a re-Sinification process that redefines the idea of the university in postcolonial Hong Kong. [ABSTRACT FROM AUTHOR]

Algorithmic practices are becoming increasingly more central within educational governance. By focusing on the mechanisms of a particular algorithmic testing system in Denmark, this paper highlights how such practices are implicated in the emergence of new accountability infrastructures. It adopts an STS approach drawing specifically upon Michel Callon's concepts framing, overflowing, and re-framing. The paper examines how algorithmic adaptivity has become central in the framing of the Danish national test and traces the ways in which students, teachers, and schools respond to such proceduralized interactions. While algorithmic adaptivity was introduced as a way of providing students with an equal test experience, it also inscribes student adaptability into test practices, generating new student affectivities and teacher responsibilities in the process. The paper argues that this is a matter of adapting to the test and highlights how the mundane practices of testing situations also become a subject of governance. [ABSTRACT FROM AUTHOR]

To understand patterns of co-option and tension between discourses of creativity on the one hand, and discourses of school management and administration on the other, it is important to bring these discourses into contact with each other. This paper considers ideas of risk-taking, autonomy, novelty and flexibility, all of which are frequently cited in describing environments conducive to creativity in schools, alongside the experiences of four teachers working in a particular school site. It engages with interview data, as well as Foucault's writings on disciplinary power, to argue that some priorities of school administration, such as the steering effects of comparative assessments and parents' expectations, are difficult to align with ideas of autonomy and risk in school settings. The analysis presented here offers a situated account of discourses of creative environments in the context of wider power relations that traverse the school. [ABSTRACT FROM AUTHOR]

'Intercultural understanding' (ICU) and its core concept 'interculturality', was introduced in the new national curriculum, implemented across Australia from 2013 (Australian Curriculum, ACARA. [2013]. Australian curriculum V.60. Retrieved from ). This paper draws on a study conducted in Victoria, Australia, which asked: how history teachers conceptualise interculturality for history teaching and learning? The study used two methods to gather data: textual analysis and focus group interviews. This paper only reports on specific findings from the focus group interviews, analysed through a methodology of crystallisation and discourse analysis, framed by four modes of historical thinking; traditional, exemplary, critical and transformative. The paper argues that interculturality is a significant challenge to history education often located in discourses constructed over time which disrupt how things have always been taught. By analysing the teachers' talk through a lens whereby the construction of language reveals the educational problematic, the research looks for a way in for interculturality into history teaching and learning. [ABSTRACT FROM AUTHOR]

This paper draws on the social ecology of Félix Guattari, to suggest that young children learn in complex social and natural situations, in this case 'getting muddy'. The notion of social ecology will be revived in this paper, to ensure that the human social world is embedded in and part of the natural world, with all its complexities, relations and repetitions (re: muddiness). Children learn from their mistakes, from social interaction, due to their instincts, and as part of an evolving situation, much of which is beyond their control, e.g. their attraction to mud. This paper will search for these types of learning(s) in the affect that can be discerned from teaching and learning, and specifically related to 'muddy literacy'. One might call the combined notions that will be put to work in this paper as 'affective literacy', it is an affective literacy fully imbricated in muddy nature. To achieve this, the paper will attend to empirical research in the early childhood context in Australia, that has charted how children learn from inquiry based learning outdoors in mud, pictures of Aboriginal children outside (and a hand), and a mud classroom painting. [ABSTRACT FROM AUTHOR]

Borders are constructs that shape our understandings of our societies, communities, and the world. Geospatial borders draw distinctions between neighborhoods and schools that are deemed 'worthy' and 'unworthy' of economic, social, and political investment. This paper employs the theoretical framework of 'discriminate biopower' to argue that geospatial borders produce a 'socio-political invisibility' linked to race and racial inequality. Through focus group discussions with kindergarten – grade eight educators in the Chicago metropolitan area of the United States, this paper provides evidence of how understandings of race are spatially applied by teachers. Findings suggest that teachers located and conflated individuals and racial groups with physical locations, demonstrating how spatial borders and the practice of bordering function as a biopolitical and segregationist way to understand race and power. [ABSTRACT FROM AUTHOR]

The Race Disparity Audit (RDA) was published in 2017 by the then Conservative government of the UK. The proclaimed aims were to 'reveal racial disparities and to help end the injustices that many people experience'. This paper adopts a critical discourse analysis approach to analysing the RDA and associated webpages, to critically examine the government's purported aims. The linguistic analysis reveals a pernicious form of political doublespeak which effects a maintenance of the status quo. In excluding racism as a cause of disparities, the audit acts to de-legitimise anti-racism as part of the solution, thereby preventing actions with the potential to end racial injustices. The analysis is explained by reference to Feagin's (2013. The White racial frame. Centuries of racial framing and counter-framing (2nd ed.). New York, NY: Routledge) White racial frame in institutional operation. The paper concludes by exposing the ramifications of this for future policy development by reference to an education policy development borne from the RDA. [ABSTRACT FROM AUTHOR]

This paper shows how Karen Barad's agential realism provides a powerful analytical framework for assessing higher education accountability. It takes the example of the UK 'National Student Survey' (NSS), a questionnaire, which purports to ascertain student course satisfaction in universities. The paper demonstrates how agential realism offers the opportunity to make visible (and theorise) three suggested effects of the NSS: (i) affective dimensions of lecturer experience; (ii) boundary creations between lecturers and students; and (iii) the marginalisation of experimental conceptualisations of practice. Analysing narrative data from six university lecturers, it will be shown how agential realism has a capacity to theorise the sociological realms of classroom encounters, institutional practices and national policy in their very entanglement. That is, university lecturers' practice is analysed as 'apparatuses of bodily production' that are enfolded into larger institutional and national apparatuses. [ABSTRACT FROM AUTHOR]

This discursive paper selectively reviews the empirical papers informing the major part of the special issue. In doing so it focuses particularly on issues which are apparent across many papers. One major point of contrast is the advanced state of marketisation in schools situated at the lower socioeconomic margins. This is relative to those schools in more socially advantaged areas where a more selective and rather insular and individual approach to privatisation engagement was noted. Bisecting this encroaching, namely cosy, continuum was further unease about the construction of curriculum arrangements and the precise position teachers' level of expertise held within these provisions. While applauding the insightful advances in understanding the empirical papers in the special issue have yielded, the paper concludes by arguing for a more expansive and wider engagement with social and economic theory if health work in schools is to progress further and reach beyond its current end of the beginning stage of development. [ABSTRACT FROM AUTHOR]

Increasingly, competing discourses shape tensions between the role of the contemporary university and the global markets in which universities must exist. This paper draws on the examination of interviews with nine education academics in Australia to illuminate the construction of ‘global’ in the production of the global graduate (GG). Discourse analysis is used to explore how, against the backdrop of COVID 19, participants construct different identities variously related to current and future orientations for the GG. This paper uses two big ‘D’ discourses – efficiency as centralised imperative and boundless productivity – to explore knowledge production and accountabilities, neoliberalism, internationalisation and the construction of marketised universities operating in global knowledge economies. We conclude, the GG is an elusive notion, which draws mobile and multiple positionings to reveal unsettled and often ambiguous constructions of ‘university’ and ‘teacher’, with related tensions for the role and identity of education academics. [ABSTRACT FROM AUTHOR]

How can we understand the uncertainties in high-stake measures such as PISA in relation to the claims that different authorities make from them? In this paper, we use a rather remarkable case from Sweden involving conflicting interpretations of the PISA 2018 results at a national political level and a fight over statistics between two national agencies: National Agency for Education and the National Audit Office. The aim of this paper is to unpack processes of interpretations and claims that are often blackboxed in PISA debates: How can we understand the process that led up to the fight and what followed? Our data consist of media articles, broadcasts from the national television and radio (2018– 2021), reports and memos from the two-state authorities involved in this debate, and email conversations between the two. Our results stress the need for further transparency in how PISA data are collected and calculated. [ABSTRACT FROM AUTHOR]

This paper unpacks the discursive work of global education philanthropies to shed light on how the work of educational actors inscribes and directs global forces, connections and imaginaries to specific local ends. We do so by analyzing the discursive work of two educational philanthropies – in the US and India – that are similar but also vary in ways related to their global reach and networks. Building on Appadurai's notions of -scapes we show the use of technocratic discourses in the construction and enablement of imagined educational futures of the socially disadvantaged. This paper speaks to theoretical concerns that often club broad concerns of globalization and neoliberalism in education and shows specific empirical openings that manifest as local choices and adaptations. [ABSTRACT FROM AUTHOR]

The paper argues that the modern school is an 'intolerable' institution.1 Contrary to the sensibilities of educational research that look for more and/or better schooling as a way of making education more equal and more inclusive, our position is against the modern European school as an institution of normalisation within which equality and inclusion are impossible. Foucault's strategy of reversal is used as a means of subversion to argue for an end to schooling. Concretely the paper highlights the epistemic fundamentals of the modern school and in particular the dynamics of normalisation related to the universal and the production of inequalities and isolated individuals. The paper asserts the need to be 'against' rather than 'for' the school and the abandonment of the 'redemptive perspective'. Over and against this, we propose the need to think education differently and apart from the school in order to open up other educations, and specifically education as an ethical activity, an exploration of limits, and a politics of the self. [ABSTRACT FROM AUTHOR]