Drawing upon the long tradition of recalcitrant thought in Western humanist scholarship, this book rethinks education and educational research at a time of intense social transformation. By revisiting a range of post-foundational ideas and developing their own methodological experiment, Stephen Carney and Ulla Ambrosius Madsen reimagine the possibilities for the comparative study of education. Exploring the experiences of young people in Denmark, South Korea and Zambia, this book illustrates how these very different contexts are increasingly connected by common narratives of purpose, as well as overheated promises of success. Focusing on the writings of Jean Baudrillard, the authors examine them in the context of works by other theorists of modernity, to explore processes of simulation and disappearance that are shaping life worldwide. In the process, the authors paint a rich portrait of education and schooling as a site of joy, hope, pain and ambivalence. Encompassing both theoretical and methodological innovation, Education in Radical Uncertainty provides inspiration for scholars and students attempting to approach the fields of comparative education, education policy and youth studies anew.
Stephen Carney is Professor of Educational Studies at Roskilde University, Denmark.
His research focuses on global educational reform and has involved ethnographic work in Denmark, England, Nepal and China. He is active in the Comparative and International Education Society (CIES), especially its Special Interest Group concerned with 'Post-foundational approaches to comparative and international education'. He is also President of the Comparative Education Society in Europe (CESE).
Ulla Ambrosius Madsen is Associate Professor of Educational Studies at Roskilde University, Denmark. She has carried out extensive field work in Mongolia, Eritrea, Nepal, South Korea, Zambia and Denmark with a focus on schooling and youth, research methodology and philosophy of education. She has written widely on these themes, especially in relation to the work of Jean Baudrillard.
I
rving Epstein is the Rhodes Professor Emeritus of Peace and Social Justice at Illinois Wesleyan University, USA. In addition to
Education, Affect, and Film, he is the author of
Affect Theory and Comparative Education Discourse (2019). His other book length publications include the edited volumes
Chinese Education: Problems, Policies and Prospects (1991
), Recapturing the Personal (2007),
The Greenwood Encyclopedia of Children's Issues Worldwide (2007),
and The Whole World is Texting: Youth Protest in the Information Age (2015). From 1988-1998, he served as an associate editor of the
Comparative Education Review and is currently
an Emeritus member of the Scholars at Risk advisory board, an international network devoted to protecting scholars from persecution while engaging in academic freedom advocacy.
Daniel Friedrich is Associate Professor of Curriculum at Teachers College, Columbia University, USA. He is the author of
Democratic Education as a Curricular Problem (2014) and co-editor of a special issue of
Education Policy Analysis Archives on the global network Teach For All (with Rolf Straubhaar).
