Transnational Curriculum Studies

2021 ◽  
Author(s):  
Seungho Moon
Keyword(s):  
Social Reproduction ◽  
Collaborative Study ◽  
Ways Of Knowing ◽  
Curriculum Studies ◽  
Multiple Perspectives ◽  
Marginalized Communities ◽  
Nation States ◽  
Power Operations ◽  
Cultural Movements ◽  
Postcolonial Discourse

Transnational curriculum studies (TCS) examines the fluid dynamics of knowledge creation, knowledge circulation, and knowledge representation across nation-state borders. It challenges the rigid architectures of state power and brings local concerns to the global context such as antiracist pedagogy and climate change issues. At the same time, TCS opens spaces for collaborative study of the same curriculum issues across nation-states from multiple perspectives. Curriculum scholars have extended scholarship to respond to various sociopolitical, cultural movements. Issues studied include human rights, recognition, and epistemicide through a framework that emphasizes hybrid identities and power operations across nation-states. Feminist postcolonial scholars within this field also highlight unequal power operations among nation-states, particularly for “marginalized” communities. They interrogate discourse on equity, power, and exploitation as a consequence of transnationalism. TCS scholars critically examine important questions on recolonization of knowledge through Eurocentric, patriarchal ideologies and the social reproduction of knowledge through curriculum. They also incorporate Indigenous approaches to knowledge learning and dissemination with the support of transnational curriculum inquiry. Key issues in TCS include global inequity and postcolonial discourse in transnationalism, transnational subjectivity and identity discourse, and epistemicide in curriculum and integration of Indigenous knowledge. Future directions for TCS arise from ontological, pedagogical, and methodological issues, which include collaborating with those in the field of border studies as physical and metaphorical spaces in research, linguistic issues in academic communities, and transnational curriculum studies for social actions and transformation. TCS contributes to opening space in curriculum theorizing to draw from multiple ways of knowing, including Indigenous epistemologies.

Rules without Rights

2018 ◽  
Author(s):  
Tim Bartley
Keyword(s):  
Best Practices ◽  
Comparative Approach ◽  
Global Supply Chains ◽  
Transnational Governance ◽  
Private Regulation ◽  
Marginalized Communities ◽  
Nation States ◽  
Labor Exploitation ◽  
Local Contexts ◽  
The World

Activists have exposed startling forms of labor exploitation and environmental degradation in global industries, leading many large retailers and brands to adopt standards for fairness and sustainability. This book is about the idea that transnational corporations can push these rules through their global supply chains, and in effect, pull factories, forests, and farms out of their local contexts and up to global best practices. For many scholars and practitioners, this kind of private regulation and global standard-setting can provide an alternative to regulation by territorially bound, gridlocked, or incapacitated nation states, potentially improving environments and working conditions around the world and protecting the rights of exploited workers, impoverished farmers, and marginalized communities. But can private, voluntary rules actually create meaningful forms of regulation? Are forests and factories around the world being made into sustainable ecosystems and decent workplaces? Can global norms remake local orders? This book provides striking new answers by comparing the private regulation of land and labor in democratic and authoritarian settings. Case studies of sustainable forestry and fair labor standards in Indonesia and China show not only how transnational standards are implemented “on the ground” but also how they are constrained and reconfigured by domestic governance. Combining rich multi-method analyses, a powerful comparative approach, and a new theory of private regulation, this book reveals the contours and contradictions of transnational governance.

The Oxford Encyclopedia of Curriculum Studies

2021 ◽  
Author(s):  
William H. Schubert ◽  
Ming Fang He
Keyword(s):  
Critical Race Theory ◽  
Language Arts ◽  
Community Organizing ◽  
Liberal Arts ◽  
Ways Of Knowing ◽  
Curriculum Theory ◽  
Curriculum Studies ◽  
Human Beings ◽  
Policy And Practice ◽  
The Public

115 entries The Oxford Encyclopedia of Curriculum Studies (OECS) addresses the central question of Curriculum Studies as: What is worthwhile? The articles show how the public, personal and educational concerns about composing lives are the essence of curriculum. Writ large, Curriculum Studies pertains to what human beings should know, need, experience, do, be, become, overcome, contribute, share, wonder, imagine, invent, and improve. While the OECS treats curriculum as definitely central to schooling, it also shows how curriculum scholars also work on myriad other institutionalized and non-institutionalized dimensions of life that shape the ways humans learn to perceive, conceptualize, and act in the world. Thus, while OECS treats perennial curriculum categories (e.g., curriculum theory, history, purposes, development, design, enactment, evaluation), it does so through a critical eye that provides counter-narratives to neoliberal, colonial, and imperial forces that have too often dominated curriculum thought, policy, and practice. Thus, OECS presents contemporary perspectives on prevailing topics such as science, mathematics, social studies, literacy/reading/literature/language arts, music, art, physical education, testing, special education, liberal arts, many OECS articles also show how curriculum is embedded in ideology, human rights, mythology, museums, media, literature/film, geographical spaces, community organizing, social movements, cultures, race relations, gender, social class, immigration, activist work, popular pedagogy, revolution, diasporic events, and much more. To provide such perspectives, articles draw upon diverse scholarly traditions in addition to (though including) established qualitative and quantitative approaches (e.g., feminist, womanist, oral, critical theory, critical race theory, critical dis/ability studies, Indigenous ways of knowing, documentary, dialogue, postmodern, cooperative, posthuman, and diverse modes of expression). Moreover, such orientations (often drawn from neglected work Asia, the Global South, Aboriginal regions, and other often excluded realms) reveal positions that counter official or dominant neo-liberal impositions by emphasizing hidden, null, outside, material, embodied, lived, and transgressive curricula that foster emancipatory, ecologically interdependent, and continuously growing constructs.

scholarly journals Political economics, collective action and wicked socio-ecological problems: A practice story from the field

2019 ◽  
Vol 12 (1) ◽  
Author(s):  
Lisa B. Adams ◽  
Theodore R. Alter ◽  
Margot W. Parkes ◽  
Michael Reid ◽  
Andrew P. Woolnough
Keyword(s):  
Collective Action ◽  
Planning Process ◽  
Ways Of Knowing ◽  
Political Economics ◽  
Wicked Problem ◽  
Private Land ◽  
Multiple Perspectives ◽  
Public And Private ◽  
Ecological Problems ◽  
Practical Experiences

Empowering integrative, sustainable and equitable approaches to wicked socio-ecological problems requires multiple disciplines and ways of knowing. Following calls for greater attention to political economics in this transdisciplinary work, we offer a practitioner perspective on political economy and collective action and their influences on our community engagement practice and public policy. Our perspective is grounded in a pervasive wicked problem in Australia, invasive rabbits, and the emergence of the Victorian Rabbit Action Network. The network grew out of a publically funded research project to support community-led action in rabbit management. Victorian residents and workers affected by rabbits – public and private land managers, scientists, government officers and others – were invited to engage in a participatory planning process to generate sustainable strategies to address the rabbit problem. Each stage in the process, which involved interviews, a workshop and consultations, was designed to nurture the critical enquiry, listening and learning skills of participants, advance understandings of the problem from multiple perspectives, generate collective options to guide decision-making, and encourage community-led collective action. We reflect on our understanding of these processes using the language and lens of political economics and, in particular, the context of democratic professionalism. In so doing, we define terms and refer to information resources that have enabled us to bring a practical working knowledge of political economics to our professional practice. Our intent is to motivate academics, community members, government officials, and scientists alike, to draw on their knowledge and field experiences and to share practice stories through the lens of political economics and collective action. This is an opportunity to engage each other in small ‘p’ politics of how we understand and act on wicked problems, to negotiate and connect across disciplines, practical experiences and human difference, so that people may work more creatively and effectively together to address the challenging issues of our time.  

Creating the [Insert Name Here] Methodology

2022 ◽  
pp. 182-203
Author(s):  
Melissa Riley Bradford
Keyword(s):  
Doctoral Students ◽  
Research Methods ◽  
Research Methodology ◽  
Ways Of Knowing ◽  
Curriculum Studies ◽  
Methods Courses ◽  
Doctoral Research ◽  
New Directions ◽  
Student Researchers ◽  
The Right

In this chapter, the author uses a first-person narrative to describe her dissertation journey as she shifted from deductively hunting for the “right” methodology in order to follow an inductive process as she developed the “Melissa Methodology” of value-creative dialogue inspired by Ikeda's philosophical perspectives and practice. She illustrates one way that non-Western ways of knowing, being, and doing might inform curriculum studies student researchers. In addition, she highlights the importance of having supportive advisors and colleagues who pose and answer questions that push one's thoughts in new directions. Finally, she discusses implications for doctoral students based on her observations as an instructor of doctoral research methods courses. By sharing her journey, she hopes to provide an example of how doctoral students can be guided by their pursuit of what is worth knowing in creating their own research methodology.

Critical Sociology of Knowledge

Sociology ◽  
2019 ◽  
Author(s):  
Prabhdeep Singh Kehal ◽  
Laura Garbes ◽  
Michael D. Kennedy
Keyword(s):  
20Th Century ◽  
Social Relations ◽  
Knowledge Production ◽  
Social Reproduction ◽  
Sociology Of Knowledge ◽  
Ways Of Knowing ◽  
Social Practices ◽  
Scholarly Work ◽  
Critical Sociology ◽  
World Region

This bibliography curates scholarship around understandings people identify as knowledges—their production and legitimating institutions and their experiences and embodiments, with an emphasis on those excluded from the canonizations of knowledge. This “knowledge cultural sociology” (KCS) recognizes the importance of the Mannheimian tradition, and its extensions, that explains how social relations and positions shape the articulations and validations of knowledge. However, KCS also situates knowledge within systems beyond those who produce and consume it. KCS views knowledge as itself necessarily contested, as struggles over its qualities reflect social locations and articulate social practices. KCS works to understand how knowledges’ symbols, schemas, institutions, and networks shape the terms of social reproduction and transformations; as such, it demands consideration of different kinds of knowledge cultural products and modes of communication. KCS is thus necessarily grounded in the question of what constitutes knowledge, and for whom and with what interests and expectations. This KCS intervention focuses on 21st-century work. This decision aims to engage scholarship that extends and challenges a 20th-century canon, including works from the 20th century signals scholarship yearning for expansion. The bibliography is not comprehensive, though it marks how knowledge is valued and ignored. To focus on this century and move beyond sociology allows engagement with ways of knowing and being that sociology has historically minoritized, moving consideration to structures and processes validating some kinds of knowledge over others. KCS is not canonization, but works toward liberation, toward a knowledge activism mobilizing knowledge in consequential public ways alongside more familiar scholarly ambitions. KCS seeks to move scholarship beyond familiar networks and self-reproducing knowledge hierarchies grounded in race, gender, sexuality, religion, and world region. It seeks to move dialogue beyond familiar self-referential walls and identify new and ignored ideas, meanings, references, and authorities for constituting knowledges of consequence, reframing contests along the way. For example, instead of asking how excellence and diversity can be combined in knowledge production, KCS asks instead what anti-racist knowledge excellence looks like. Given the politics of epistemology, accounts of epistemology ought to foreground the contexts and power relations in which those sensibilities are formed and communicated; thus, the references below move generally from concept to context. Likewise, sections moving toward global, postsocialist, and postcolonial discussions inform ontologies and epistemologies organizing scholarly work and public consequence. But this begins with what might be identified, in this entry at least, as the greatest hits of KCS.

Case Study Research

2014 ◽  
pp. 454-470
Author(s):  
Helen Simons
Keyword(s):  
Case Studies ◽  
Policy Making ◽  
Single Case ◽  
Case Study Research ◽  
Ways Of Knowing ◽  
Ethical Practice ◽  
Multiple Perspectives ◽  
Study Research ◽  
Political Interests

This chapter explores case study as a major approach to research and evaluation. After first noting various contexts in which case studies are commonly used, the chapter focuses on case study research directly Strengths and potential problematic issues are outlined and then key phases of the process. The chapter emphasizes how important it is to design the case, to collect and interpret data in ways that highlight the qualitative, to have an ethical practice that values multiple perspectives and political interests, and to report creatively to facilitate use in policy making and practice. Finally, it explores how to generalize from the single case. Concluding questions center on the need to think more imaginatively about design and the range of methods and forms of reporting requiredto persuade audiences to value qualitative ways of knowing in case study research.

Africa in Retrospect: Russia, Iran and Chinese Arms Supplies to Sudan

2010 ◽  
Vol 9 (4) ◽  
pp. 462-480
Author(s):  
Sherri McFarland
Keyword(s):  
Regional Security ◽  
Theoretical Frameworks ◽  
Resource Conflict ◽  
Marginalized Communities ◽  
Nation States ◽  
Head Of State ◽  
Foreign Policies ◽  
Arms Embargo ◽  
The Republic ◽  
Weapons Procurement

Abstract This study provides requisite information on the thorny civil war and destructive situation in the Republic of Sudan, which has led to the indictment of the sitting Sudanese Head of State in 2009. This paper will provide an in depth discussion regarding increased weapons transfers and its adverse impact on the conflict in Sudan. Additionally, theoretical frameworks regarding the foreign policies of nation-states, power, and resource conflict will be utilized to analyze the Sudanese government’s relationships with China, Russia and Iran as well as its relationship with the marginalized communities of the Sudan such as Darfur and the Nuba Mountains. Information has been provided to underscore the major players in the conflict, whereby Russia, Iran and China are considered culprits in the arms race in the area. Russia, China and Iran have continued to supply arms to Sudan despite the institution of a UN arms embargo in 2004. Although the weapons procurement chain in Sudan demands a comprehensive analysis of both state and non-state actors a close examination of its relationship with various nation-states such as China, Iran and Russia will provide a greater understanding of the economic and political environment that has contributed to the increase of weapons transfers which has adversely impacted internal and regional security.

scholarly journals Special Section Editorial: Toward a Geographical Software Studies

2018 ◽  
Author(s):  
Ryan Burns ◽  
Nick Lally
Keyword(s):  
Special Section ◽  
Ways Of Knowing ◽  
Social Phenomena ◽  
Digital Maps ◽  
Contemporary World ◽  
Software Studies ◽  
Nation States ◽  
The World ◽  
History Of ◽  
Object Of Study

Geographic concepts have always been implicated in calls to study software as a political, cultural, or social phenomena, even if they have not always been named as such. “Software structures and makes possible much of the contemporary world” writes Matthew Fuller in the introduction to Software studies: a lexicon1—a succinct summary of the central problem guiding software studies, gesturing towards the spatial implications of software. So too in the insistence on the materiality of software do we find software studies bringing forth software as material thing that exists in and through space, in sites and scales as diverse as voltage differences in circuits, nation states, digital maps, and networks of computers. As geographic theory has long insisted, space is not just a container for software, but is actively produced by software in its various material, situated, and socio-technical contexts. Influenced in part by the exciting work that has developed in software studies in addition to geography’s own rich history of engagement with technology, a growing number of geographers have turned to software as an object of study, producing theories and methods to understand the relationship between computation and space.This special section emerged from our effort to bring together a group of scholars working on geographical approaches to software studies at the Annual Meeting of the American Association of Geographers (AAG) in 2016. Spanning four sessions, presenters expressed a variety of orientations towards software, with diverse theoretical and methodological approaches to understanding how software has come to structure the world. This introduction is a brief summary of some of those approaches, but more importantly, it suggests some of the ways that software studies and geography might productively learn from and build upon each other. These cross-disciplinary discussions are important as we come to terms with the growing power of software in our everyday lives and attempt to build critical practices that not only study, but also build other ways of knowing the world through computation. Ultimately, we frame the discussions that follow in ways we hope will encourage software studies scholars to grapple with the spatial implications of software.

scholarly journals Virtual Aamjiwnaang: Indigenous interactive storytelling

2021 ◽  
Author(s):  
Laurence Butet-Roch
Keyword(s):  
Indigenous Peoples ◽  
Sense Of Belonging ◽  
Digital Storytelling ◽  
Ways Of Knowing ◽  
First Nation ◽  
Multiple Perspectives ◽  
Interactive Storytelling ◽  
The World ◽  
Indigenous Ways Of Knowing

Stories shape how we understand ourselves and the world around us. They inform our sense of belonging, and connect us to our past. Stories are our lives. And we are our stories. Given their undeniable weight, we ought to question what their form and content teaches us. Increasingly, stories are shared as interactive digital experiences; a reshaping that impacts their configuration, their reach and their outcome. For Indigenous peoples, who continue to resist the colonial paradigm, digital storytelling can represent a weapon of subtle yet pervasive colonialism or be a tool to talk back. Virtual Aamjiwnaang is an interactive platform that integrates Indigenous storytelling practices in recounting the lived realities of the Aamjiwnaang First Nation online. Inspired by the Two-Eyed Seeing approach, which encourages embracing multiple perspectives, and building on previous digital experiences, Virtual Aamjiwnaang proposes methods for creating digital territories that honour Indigenous ways of knowing.

scholarly journals Adapting Curriculum for a Changing Context

2019 ◽  
Vol 12 ◽  
pp. 36-45
Author(s):  
Robin Elizabeth Reid
Keyword(s):  
International Students ◽  
Present Article ◽  
Ways Of Knowing ◽  
Multiple Perspectives ◽  
Intercultural Learning ◽  
Post Secondary ◽  
Curricular Design ◽  
Changing Demographics

Changing demographics at post-secondary institutions in Canada provide opportunities for intercultural learning. Curricular design that engages domestic and international students can result in new ways of knowing, seeing, and understanding multiple perspectives of and connections to place. This paper draws on students’ reflections to highlight the effectiveness of place-based and intercultural pedagogies in cultivating a deeper understanding of multiple perspectives of local landscapes, including those of indigenous, non-indigenous, domestic and international students. This is particularly relevant to the study of tourism, an inherently place- based discipline.   L’évolution des caractéristiques démographiques dans les établissements postsecondaires du Canada représente l’occasion d’un apprentissage interculturel. Le design curriculaire qui inclut la participation des étudiants canadiens et étrangers peut susciter de nouvelles façons de connaître, d’observer et de comprendre les perspectives multiples et les relations au lieu. Le présent article puise dans les réflexions des étudiants pour souligner l’efficacité des pédagogies interculturelles axées sur la dimension locale en approfondissant la compréhension des perspectives multiples et des paysages locaux, y compris les paysages des Autochtones, des non-Autochtones et des étudiants canadiens et étrangers. Voilà qui est tout particulièrement pertinent pour l’étude du tourisme, un domaine d’études intrinsèquement lié au lieu.

Sign in / Sign up

Export Citation Format

Share Document