Affect Theory and Comparative Education Discourse: Essays on Fear and Loathing in Response to Global Educational Policy and Practice

Epstein, Irving/ Friedrich, Daniel (Editor)/ Epstein, Irving (Editor)/ Carney, Stephen (Editor)

ISBN 10: 1350043605 / ISBN 13: 9781350043602

Published by Bloomsbury USA Academic, 2019

About this Item

219 pages. 9.25x6.25x0.75 inches. In Stock.

Seller Inventory # x-1350043605

Bibliographic Details

• Title: Affect Theory and Comparative Education Discourse: Essays on Fear and Loathing in Response to Global Educational Policy and Practice
• Publisher: Bloomsbury USA Academic
• Publication Date: 2019
• Language: English
• ISBN 10: 1350043605
• ISBN 13: 9781350043602
• Binding: Hardcover
• Condition: Brand New

About this title

Synopsis

What does educational policy-making and institutional practice entail in an era of globalization? Global interactions challenge conventional assumptions governing the certainty of geographical boundedness; simplistic notions of citizenship and identity; fixed notions of time, space and movement, and clear distinctions between economic modes of production and consumption.

Irving Epstein argues that conventional educational institutions and the policies that support them tend to ignore such anxiety by affirming a belief in educational modernism to the exclusion of other possibilities. What is missing in most of these analyses is an appreciation for the role of affect in determining how our encounters with these practices become significant and how our efforts to find meaning in those policies and practices lead to their acceptance or rejection.

This book is the first application of affect theory to comparative education themes and shows how it can help to form a more robust discussion of the policy-making process and the popular reactions to it. After discussing the key concepts associated with affect theory, he presents a total of six case studies. Three of the cases depict relationships between educational, cultural, and social organizations whose purposes conflict with one another but whose presence is indicative of a loss of faith in the efficacy of public schooling. Three of the cases are illustrative of an even greater systematic rejection of educational institutional aim and purpose.

About the Author

Irving Epstein is the Ben and Susan Rhodes Professor of Peace and Social Justice at Illinois Wesleyan University, USA, where he is Chair of the Department of Educational Studies and Director of the Center for Human Rights and Social Justice. Apart from Affect Theory and Comparative Education Discourse, he has published four books and over fifty journal articles and book chapters. In addition, he has served as an associate editor of the Comparative Education Review, and parliamentarian to the Board of Directors of the Comparative and International Education Society. He also is a longstanding member of the Board of Directors of the Scholars at Risk Network, an international organization of over 500 universities around the world, dedicated to protecting scholars in danger while promoting academic freedom advocacy.