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Schooling in the region known as Micronesia is today a normalized, ubiquitous, and largely unexamined habit. As a result, many of its effects have also gone unnoticed and unchallenged. By interrogating the processes of normalization and governmentality that circulate and operate through schooling in the region through the deployment of Foucaultian conceptions of power, knowledge, and subjectivity, this work destabilizes conventional notions of schooling’s neutrality, self-evident benefit, and its role as the key to contemporary notions of so-called political, economic, and social development.  This work aims to disquiet the idea that school today is both rooted in some distant past and a force for decolonization and the postcolonial moment. Instead, through a genealogy of schooling, the author argues that school as it is currently practiced in the region is the product of the present, emerging from the mid-1960s shift in US policy in the islands, the very moment when the US was trying to simultaneously prepare the islands for putative self-determination while producing ever-increasing colonial relations through the practice of schooling.  The work goes on to conduct a genealogy of the various subjectivities produced through this present schooling practice, notably the student, the teacher, and the child/parent/family. It concludes by offering a counter-discourse to the normalized narrative of schooling, and suggests that what is displaced and foreclosed on by that narrative in fact holds a possible key to meaningful decolonization and self-determination.

Genealogy. --- Micronesia. --- Oceans. --- Education --- Indigenous peoples --- Educational sociology --- Educational anthropology --- Social Sciences --- Education, Special Topics --- History of Education --- Philosophy --- Philosophy. --- Aboriginal peoples --- Aborigines --- Indigenous populations --- Native peoples --- Native races --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Campus cultures --- Culture and education --- Education and anthropology --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Education. --- Philosophy and social sciences. --- International education. --- Comparative education. --- Educational Philosophy. --- Philosophy of Education. --- International and Comparative Education. --- Adivasis --- Ethnology --- Sociology --- Anthropology --- Culture --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Aims and objectives --- Education—Philosophy. --- International education . --- Education, Comparative --- Global education --- Intellectual cooperation --- Internationalism --- Social sciences and philosophy --- Social sciences --- History

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This book invites readers to both reassess and reconceptualize definitions of childhood and pedagogy by imagining the possibilities - past, present, and future - provided by the aesthetic turn to science fiction. It explores constructions of children, childhood, and pedagogy through the multiple lenses of science fiction as a method of inquiry, and discusses what counts as science fiction and why science fiction counts. The book examines the notion of relationships in a variety of genres and stories; probes affect in the convergence of childhood and science fiction; and focuses on questions of pedagogy and the ways that science fiction can reflect the status quo of schooling theory, practice, and policy as well as offer alternative educative possibilities. Additionally, the volume explores connections between children and childhood studies, pedagogy and posthumanism. The various contributors use science fiction as the frame of reference through which conceptual links between inquiry and narrative, grounded in theories of media studies, can be developed.

Education --- Sociology-Research. --- Education—Research. --- Educational Philosophy. --- Childhood, Adolescence and Society. --- Cultural Studies. --- Research Methodology. --- Philosophy of Education. --- Research Methods in Education. --- Philosophy. --- Education—Philosophy. --- Childhood. --- Adolescence. --- Cultural studies. --- Sociology—Research. --- Philosophy and social sciences. --- Social sciences and philosophy --- Social sciences --- Teen-age --- Teenagers --- Puberty --- Childhood --- Kids (Children) --- Pedology (Child study) --- Youngsters --- Age groups --- Families --- Life cycle, Human --- Development --- Sociology. --- Social groups. --- Culture --- Sociology --- Sociology of Family, Youth and Aging. --- Sociological Methods. --- Educational research --- Cultural studies --- Association --- Group dynamics --- Groups, Social --- Associations, institutions, etc. --- Social participation --- Social theory --- Study and teaching. --- Methodology. --- Research.