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The marketised and securitised shaping of formal education sites in terms of risk prevention strategies have transformed what it means to be a learner and a citizen. In this book, Karl Kitching explores racialised dimensions to suggest how individuals and collectives are increasingly made responsible for their own welfare as ‘good’ or ‘bad’ students, at the expense of the protection of their rights as learner-citizens. Focusing on Ireland as a post-colonial Atlantic state, the book demonstrates how liberal governance, racisms, migration and mass education are interconnected and struggled over at local, national, European and global levels. Using a variety of qualitative studies and analytic approaches, The Politics of Compulsive Education details the significance of mass education(s) to the ongoing racialisation of national sovereignty. It draws on in-depth historical, policy, media and school-based research, moving from the 19th century to the present day. Chapters explore diverse themes such as student deportation, austerity and the politics of community ‘integration’, the depoliticisation of third level education via international student and ‘quality’ teacher regimes, the racialised distribution of learner ‘ability’, and school-based bullying and harassment. Combined, these studies demonstrate the possibilities and constraints that exist for educational anti-racisms both in terms of social movements and everyday classroom situations. The Politics of Compulsive Education asks key questions about anti-racist responsibility across multiple education sites and explores how racisms are both shaped, and can be interrupted, by the interaction of the global and the local, as seen in terms of migration, the distribution of capital, media, education policy discourse, and teacher and learner identifications. It will be of interest to researchers, academics and postgraduate students of sociology, education, cultural studies, political theory, philosophy and postcolonial studies.
The work of Judith Butler has been at the forefront of both theorising the subject as a product of power and explicating possibilities for political alliances and action that are available to such subjects. Mobilising a range of philosophical resources from Hegel and Foucault to Lacan, Levinas Wittig and Arendt, her work has held a core concern with the way that the subject is made in terms of sex, gender and sexuality and has been an invaluable resource in the development of queer theory and thinking about queer practice. Butler’s scholarly work has been aimed primarily at a philosophical audience, yet her insights into the constitution, constraint and agency of subjects are profoundly political and have become invaluable resources in feminist, queer, anti-racist and anti-capitalist work. Over the last two decades she has been a major influence on research concerned with social justice in education and has changed the ways that classroom practices and relationships can be understood, transforming the way we think about both ‘teacher’ and ‘student’. This collection brings together some of the most outstanding work in education that has developed and applied Butler’s work to empirical questions, translating her philosophy for an education audience and providing compelling analyses of the ways that the subjects of education are made, how inequalities are produced in the minutiae of practice and how education’s subjectivated subjects can act politically. The chapters in this book were originally published as articles in Taylor and Francis journals.
The second edition of The Encyclopedia of Middle Grades Education has been revised, updated, and expanded since its original publication in 2005. The Encyclopedia is a comprehensive overview of the field; it contains alphabetically organized entries that address important concepts, ideas, terms, people, organizations, publications, and research studies specifically related to middle grades education. This edition contains over 210 entries from nearly 160 expert contributors, this is a 25% increase in the number of entries over the first edition. The Encyclopedia is aimed at a general audience including undergraduate students in middle?level teacher preparation programs, graduate students, higher education faculty, and practitioners and administrators. The comprehensive list of entries are comprised of both short entries (500 words) and longer entries (2000 words). A significant number of entries appearing in the first edition have been revised and updated. Citations and references are provided for each entry.