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In the provocative opening essay Kenway and Fahey explore ways in which the notion of the imagination itself might be mobilized by researchers. They are encouraged to develop 'defiant' global imaginations and communities with the capacities to think, 'be' and 'become' differently in a world of research increasingly governed by rampant reductionist rationality. To support this view there follows a series of detailed interviews with some of the world's leading intellectuals where the editors explore what it might mean to globalize the research imagination. The interviewees, Arjun Appadurai, Raewyn Connell, Doreen Massey, Aihwa Ong, Fazal Rizvi and Saskia Sassen, are foremost in their research fields and their views related here are both influential and inspirational. This thought-provoking book for students and researchers identifies and critically interrogates the various ways in which globalization reshapes research investigates the challenges that globalization poses for the social sciences and humanities creates an understanding of how globalization is transforming the practice of research and doctoral research training Progressive researchers in the social sciences and humanities urgently need to decide for themselves how best to globalize research methodologies and communities, and this book will be an invaluable resource for them.
Edited by one of the most prominent scholars in the field and including a distinguished group of contributors, this collection of essays makes a striking intervention in the increasingly heated debates surrounding the cultural dimensions of globalization. While including discussions about what globalization is and whether it is a meaningful term, the volume focuses in particular on the way that changing sites—local, regional, diasporic—are the scenes of emergent forms of sovereignty in which matters of style, sensibility, and ethos articulate new legalities and new kinds of violence. Seeking an alternative to the dead-end debate between those who see globalization as a phenomenon wholly without precedent and those who see it simply as modernization, imperialism, or global capitalism with a new face, the contributors seek to illuminate how space and time are transforming each other in special ways in the present era. They examine how this complex transformation involves changes in the situation of the nation, the state, and the city. While exploring distinct regions—China, Africa, South America, Europe—and representing different disciplines and genres—anthropology, literature, political science, sociology, music, cinema, photography—the contributors are concerned with both the political economy of location and the locations in which political economies are produced and transformed. A special strength of the collection is its concern with emergent styles of subjectivity, citizenship, and mobilization and with the transformations of state power through which market rationalities are distributed and embodied locally. Contributors. Arjun Appadurai, Jean François Bayart, Jérôme Bindé, Néstor García Canclini, Leo Ching, Steven Feld, Ralf D. Hotchkiss, Wu Hung, Andreas Huyssen, Boubacar Touré Mandémory, Achille Mbembe, Philipe Rekacewicz, Saskia Sassen, Fatu Kande Senghor, Seteney Shami, Anna Tsing, Zhang Zhen
Elite Schools in Globalizing Circumstances foregrounds the richly theoretical and empirically-based work of an international cast of scholars seeking to break out of the confines of the methodological nationalism that now governs so much of contemporary scholarship on schooling. Based on a 5-year extended global ethnography of elite schools in nine different countries—countries defined by colonial pasts linked to England—the contributors make a powerful case for the rethinking of elite schools and elite class formation theory in light of contemporary processes of globalization and transnational change. Prestigious, high-status schools have long been seen as critical institutional vehicles directly contributing to the societal processes of elite selection and reproduction. This book asserts that much has changed and that these schools can no longer rest on their past laurels and accomplishments. Instead they must re-cast their heritages and tradition in order to navigate the new globally competitive educational field enabling them to succeed in a world in which the globalization of educational markets, the global ambitions and imaginations of school youth, and the emergence of new powerful players peddling entrepreneurial models of curriculum and education, have placed contemporary schooling under tremendous pressure. This insightful and though-provoking volume provides a well-researched perspective on the nature of contemporary schooling in the globalizing era. This book was originally published as a special issue of Globalisation, Societies and Education.
Globalization & Crime brings together the closely related subjects of criminology and global sociology. Ideal for upper-level undergraduate and postgraduate students, it examines established topics such as human trafficking and smuggling, migration and organised crime. It also delves into new territory and explores the issues surrounding international criminal justice, comparative criminology, green criminology and human rights. New to this Second Edition is a chapter dedicated to the impact that the war on terror has had on the rule of law and a detailed discussion on the growing topic of cosmopolitan criminology. Complete with extensive references, helpful suggestions for further reading and a detailed glossary, this book will prove essential reading for students and academics in criminology, globalization, sociology and other social sciences. The Key Approaches to Criminology series celebrates the removal of traditional barriers between disciplines and, specifically, reflects criminology’s interdisciplinary nature and focus. It brings together some of the leading scholars working at the intersections of criminology and related subjects. Each book in the series helps readers to make intellectual connections between criminology and other discourses, and to understand the importance of studying crime and criminal justice within the context of broader debates. The series is intended to have appeal across the entire range of undergraduate and postgraduate studies and beyond, comprising books which offer introductions to the fields as well as advancing ideas and knowledge in their subject areas.
For the 21st century, the often-quoted citation ‘past is prologue’ reads the other way around: The global present lacks a historical narrative for the global past. Focussing on a transcultural history, this book questions the territoriality of historical concepts and offers a narrative, which aims to overcome cultural essentialism by focussing on crossing borders of all kinds. Transcultural History reflects critically on the way history is constructed, asking who formed history in the past and who succeeded in shaping what we call the master narrative. Although trained European historians, the authors aim to present a useful approach to global history, showing first of all how a Eurocentric but universal historiography removed or essentialised certain topics in Asian history. As an empirical discipline, history is based on source material, analysed according to rules resulting from a strong methodological background. This book accesses the global past after World War I, looking at the well known stage of the Paris Peace Conferences, observing the multiplication of new borders and the variety of transgressing institutions, concepts, actors, men and women inventing themselves as global subjects, but sharing a bitter experience with almost all local societies at this time, namely the awareness of having relatives buried in far distant places due to globalised wars.
Teacher inquiry helps improve educational outcomes Practitioner Teacher Inquiry and Research explores the concept and importance of the teacher practitioner, and prepares students in teacher education courses and programs to conduct research in the classroom. Author Carolyn Babione has extensive experience in undergraduate- and graduate-level teacher training and teacher inquiry coursework. In the book, Babione guides students through the background, theory, and strategy required to successfully conduct classroom research. The first part of the book tackles the "how-to" and "why" of teacher inquiry, while the second part provides students with real-life practitioner inquiry research projects across a range of school settings, content areas, and teaching strategies. The book's discussion includes topics such as: Underlying cultural and historical perspectives surrounding the teaching profession Hidden stereotypes that limit teacher beliefs about power and voice Current curriculum innovation and reflections on modern developments Practitioner Teacher Inquiry and Research successfully guides and encourages budding teachers to fully understand the importance of their involvement in studying and researching their classroom settings, giving a better understanding of how their beliefs and teaching practices impact classroom learning.
This book examines the way Chinese academics returning from the US re-establish their academic identities and professional practices at China’s research universities in the context of higher education internationalization in China. It goes beyond economic accounts of academic mobility based on the notions of brain drain, brain gain, and brain circulation. Instead, it uses a cultural approach to explore the everyday experiences of the returning scholars concerning the issues of their sense of identity, as well as their ways of connecting and bringing about changes in their work communities. It will appeal anyone interested in 1) globalization and academic mobility; 2) China’s talent policies and strategies; and 3) the internationalization of Chinese universities.

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