Rethinking Sociological Critique in Contemporary Education

Radhika Gorur is Associate Professor of Education, Deakin University, Australia.Paolo Landri is Research Director, CNR-IRPPS (National Research Council, Institute of Research on Population and Social Policies), Italy.Romuald Normand is Professor of Sociology, University of Strasbourg, France.

• 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