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For some, socialism is a potent way of achieving economic, political and social transformations in the twenty-first century, while others find the very term socialism outdated. This book engages readers in a discussion about the viability of socialist views on education and identifies the capacity of some socialist ideas to address a range of widely recognized social ills. It argues that these pervasive social problems, which plague so-called ‘developed’ societies as much as they contribute to the poverty, humiliation and lack of prospects in the rest of the world, fundamentally challenge us to act. In our contemporary world-system, distancing ourselves from the injustices of others is neither viable nor defensible. Rather than waiting for radically new solutions to emerge, this book sees the possibility of transformation in the reconfiguration of existing social logics that comprise our modern societies, including logics of socialism. The book presents case studies that offer a critical examination of education in contemporary socialist contexts, as well as reconsidering examples of education under historical socialism. In charting these alternatives, and retooling past solutions in a nuanced way, it sets out compelling evidence that it is possible to think and act in ways that depart from today’s dominant educational paradigm. It offers contemporary policy makers, researchers, and practitioners a cogent demonstration of the contemporary utility of educational ideas and solutions associated with socialism.
Education -- Political aspects. --- Educational sociology. --- Socialism and education. --- Socialism and education --- Education --- Educational sociology --- Political Science --- Social Sciences --- Law, Politics & Government --- Education, Special Topics --- Theory & Practice of Education --- Socialism, Communism & Anarchism --- Political aspects --- Communist education. --- Education and socialism --- Education, Communist --- Education. --- International education. --- Comparative education. --- Educational policy. --- ducation and state. --- Education and sociology. --- Sociology, Educational. --- International and Comparative Education. --- Educational Policy and Politics. --- Sociology of Education. --- International education . --- Education and state. --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Education, Comparative --- Global education --- Intellectual cooperation --- Internationalism --- Aims and objectives --- Government policy --- History
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This book offers critical explorations of how the psy-disciplines, Michel Foucault’s collective term for psychiatry, psychology and psycho-analysis, play out in contemporary educational spaces. With a strong focus on Foucault’s theories, it critically investigates how the psy-disciplines continue to influence education, both regulating and shaping behaviour and morality. The book provides insight into different educational contexts and concerns across a child’s educational lifespan; early childhood education, inclusive education, special education, educational leadership, social media, university, and beyond to enable reflection and critique of the implications of psy-based knowledge and practice. With chapters by a mixture of established and emerging international scholars in the field this is an interdisciplinary and authoritative study into the role of the psy-disciplines in the education system. Providing vivid illustrations from throughout the educational lifespan the book serves as an invaluable tool for reflection and critique of the implications of psy-based practice, and will be of particular interest to academics and scholars in the field of education policy and psychology. Eva Bendix Petersen is Professor in the Department of People and Technology at Roskilde University, Denmark. Her research explores the formation of subjectivity in educational contexts in relation to local and global policy discourses. Zsuzsa Millei is a research fellow at the Space and Political Agency Research Group at the University of Tampere, Finland and Senior Lecturer in early childhood and comparative and international education at The University of Newcastle, Australia. Her research examines how children are positioned and participate as political subjects and how children’s political subjectivities are formed.
Educational psychology. --- Education and state. --- Social service . --- Psychiatry. --- Educational Psychology. --- Sociology of Education. --- Education Policy. --- Social Care. --- Medicine and psychology --- Mental health --- Psychology, Pathological --- Benevolent institutions --- Philanthropy --- Relief stations (for the poor) --- Social service agencies --- Social welfare --- Social work --- Human services --- Education --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Psychology, Educational --- Psychology --- Child psychology --- Government policy --- Education—Psychology. --- Educational sociology. --- Educational sociology . --- Education and sociology. --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Aims and objectives --- Foucault, Michel, --- Fūkūh, Mīshīl, --- Foucault, Michael, --- Fuko, Mišel, --- Pʻukʻo, --- Pʻukʻo, Misyel, --- Phoukō, Misel, --- Fuke --- 福柯 --- Fuḳo, Mishel,
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This book explores childhood and schooling in late socialist societies by bringing into dialogue public narratives and personal memories that move beyond imaginaries of Cold War divisions between the East and West. Written by cultural insiders who were brought up and educated on the eastern side of the Iron Curtain - spanning from Central Europe to mainland Asia - the book offers insights into the diverse spaces of socialist childhoods interweaving with broader political, economic, and social life. These evocative memories explore the experiences of children in navigating state expectations to embody “model socialist citizens” and their mixed feelings of attachment, optimism, dullness, and alienation associated with participation in “building” socialist futures. Drawing on the research traditions of autobiography, autoethnography, and collective biography, the authors challenge what is often considered ‘normal’ and ‘natural’ in the historical accounts of socialist childhoods, and engage in (re)writing histories that open space for new knowledges and vast webs of interconnections to emerge. This book will be compelling reading for students and researchers working in education, sociology and history, particularly those within the interdisciplinary fields of childhood and area studies. ‘The authors of this beautiful book are professional academics and intellectuals who grew up in different socialist countries. Exploring “socialist childhoods” in myriad ways, they draw on memories, and collective history, emotional insider knowledge and the measured perspective of an analyst. What emerges is life that was caught between real optimism and dullness, ethical commitments and ideological absurdities, selfless devotion to children and their treatment as a political resource. Such attention to detail and examination of the paradoxical nature of this time makes this collective effort not only timely but remarkably genuine.’ —Alexei Yurchak, University of California, USA.
Socialism and education. --- Educational change --- Children and politics. --- Former communist countries. --- Politics and children --- Change, Educational --- Education change --- Education reform --- Educational reform --- Reform, Education --- School reform --- Education and socialism --- Education. --- Educational policy. --- ducation and state. --- Educational sociology. --- Education and sociology. --- Sociology, Educational. --- Childhood. --- Adolescence. --- Social groups. --- Educational Policy and Politics. --- Schools and Schooling. --- Sociology of Education. --- Early Childhood Education. --- Childhood, Adolescence and Society. --- Association --- Group dynamics --- Groups, Social --- Associations, institutions, etc. --- Social participation --- Teen-age --- Teenagers --- Puberty --- Childhood --- Kids (Children) --- Pedology (Child study) --- Youngsters --- Age groups --- Families --- Life cycle, Human --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Education --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Development --- Aims and objectives --- Government policy --- Educational planning --- Educational innovations --- Schools. --- Early childhood education. --- Public institutions --- Public schools --- Education and state. --- Child development. --- Educational sociology . --- Child study --- Development, Child --- Developmental biology --- bsup.
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"What was it like growing up during the Cold War? What can childhood memories tell us about state socialism and its aftermath? How can these intimate memories complicate history and redefine possible futures? These questions are at the heart of the (An)Archive: Childhood, Memory, and the Cold War. This edited collection stems from a collaboration between academics and artists who came together to collectively remember their own experiences of growing up on both sides of the 'Iron Curtain'. Looking beyond official historical archives, the book gathers memories that have been erased or forgotten, delegitimized or essentialized, or, at best, reinterpreted nostalgically within the dominant frameworks of the East-West divide. And it reassembles and (re)stores these childhood memories in a form of an 'anarchive': a site for merging, mixing, connecting, but also juxtaposing personal experiences, public memory, political rhetoric, places, times, and artifacts. These acts and arts of collective remembering tell about possible futures--and the past's futures--what life during the Cold War might have been but also what it has become. (An)Archive will be of particular interest to scholars in a variety of fields, but particularly to artists, educators, historians, social scientists, and others working with memory methodologies that range from collective biography to oral history, (auto)biography, autoethnography, and archives."--Publisher's website.
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