Del i serien Routledge Research in the Sociology of Education

Rethinking Sociological Critique in Contemporary Education

Reflexive Dialogue and Prospective Inquiry

Häftad, Engelska, 2025

AvRadhika Gorur,Paolo Landri,Romuald Normand

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This book explores a new repertoire for critique in the sociology of contemporary education, focusing on emerging social theories that respond to contemporary challenges in education, education policy and governance.Presenting a variety of approaches in the sociology of education including pragmatist critical sociology, neo-Marxism, post-digital sociology, new materialisms, affirmative critique of education, and post-colonial studies, the chapters in this book engage in a novel, collective dialogue and reflection on the affordances, limitations and challenges of emerging social theories in contemporary education. The book further justifies this novel approach through inclusion of a series of interviews with leading scholars and thinkers from within and outside the field of education on the subject of critique in contemporary society and education. The book offers relevant global and decolonial perspectives to study current transformations, drawing on innovations in theorizing and empirical illustrations from different countries.Highlighting alternative visions of these transformations in an era of globalization, fragmentation, and growing nationalism, this cutting-edge book will be of great interest to researchers, academics and postgraduate students in the fields of the sociology of education, the philosophy of education, social theory, political science and comparative policy and politics more broadly.

Produktinformation

Utgivningsdatum2025-05-06
Mått156 x 234 x 14 mm
Vikt300 g
FormatHäftad
SpråkEngelska
SerieRoutledge Research in the Sociology of Education
Antal sidor234
FörlagTaylor & Francis Ltd
ISBN9781032246093

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Foreword Martin Lawn1. Critical Social Theory and Public Debate – Issues in Contemporary Education. Introduction Radhika Gorur, Paolo Landri, and Romuald NormandPart 1: Theorising the potential for new repertoires of critique2. Between reflexivity and critique: French pragmatic sociology and the plurality of engagements in the quest for justice Romuald Normand3. Educational commons as critique and aspiration: Confronting the Civil War, decolonization, and ecological crises Alexander Means and Graham Slater4. The critique of digital education: time for a (post)critical turn Neil Selwyn5. Back to the matter of education Paolo LandriPart 2: Knowledge, Critique and the Empirical: New possibilities for Critique6. The human and education sciences: A historical odyssey of activism, agency, and elisions in social life Thomas - S. Popkewitz and Junzi Huang7. Knowledge for policy and the question of critical education research Sotiria Grek8. An Affirmative Critique of the Politics of Scaling in Higher Education Policy Studies: Exploring a Performative Notion on Scale and Topological Spatio-Temporalities beyond Scale Katja Brøgger9. Unsettling Euro-Western educational paradigms: Decolonial critiques and praxis Sharanya Menon10. Development and its discontents: A South American perspective Jason BeechPart 3: Putting Critique to Work11. Evaluation through regimes of engagement and grammars of commonality: critical tensions in community- and self-formation – an interview with Laurent Thévenot12. Acceleration, Alienation, Education and being in and to the world – an interview with Hartmut Rosa13. Towards a reparative sociology of education – an interview with Arathi Sriprakash14. Situated critique of education and the future – an interview with Keri FacerAfterword Susan Robertson