ISBN:
9789400746732
Language:
English
Pages:
Online-Ressource (XXII, 182 p. 15 illus, digital)
Series Statement:
Contemporary Philosophies and Theories in Education 5
Series Statement:
SpringerLink
Series Statement:
Bücher
Parallel Title:
Buchausg. u.d.T. Kupferman, David W. Disassembling and decolonizing school in the Pacific
Keywords:
Education
;
Education
;
Education Philosophy
;
Schule
;
Pädagogische Anthropologie
;
Mikronesien
;
Ozeanien
;
Schule
;
Ozeanien
;
Schule
Abstract:
Schooling in the region known as Micronesia is today a normalized, ubiquitous, and largely unexamined habit. As a result, many of its effects have also gone unnoticed and unchallenged. By interrogating the processes of normalization and governmentality that circulate and operate through schooling in the region through the deployment of Foucaultian conceptions of power, knowledge, and subjectivity, this work destabilizes conventional notions of schooling's neutrality, self-evident benefit, and its role as the key to contemporary notions of so-called political, economic, and social development. This work aims to disquiet the idea that school today is both rooted in some distant past and a force for decolonization and the postcolonial moment. Instead, through a genealogy of schooling, the author argues that school as it is currently practiced in the region is the product of the present, emerging from the mid-1960s shift in US policy in the islands, the very moment when the US was trying to simultaneously prepare the islands for putative self-determination while producing ever-increasing colonial relations through the practice of schooling. The work goes on to conduct a genealogy of the various subjectivities produced through this present schooling practice, notably the student, the teacher, and the child/parent/family. It concludes by offering a counter-discourse to the normalized narrative of schooling, and suggests that what is displaced and foreclosed on by that narrative in fact holds a possible key to meaningful decolonization and self-determination
Abstract:
Schooling in the region known as Micronesia is today a normalized, ubiquitous, and largely unexamined habit. As a result, many of its effects have also gone unnoticed and unchallenged. By interrogating the processes of normalization and governmentality that circulate and operate through schooling in the region through the deployment of Foucaultian conceptions of power, knowledge, and subjectivity, this work destabilizes conventional notions of schoolings neutrality, self-evident benefit, and its role as the key to contemporary notions of so-called political, economic, and social development. This work aims to disquiet the idea that school today is both rooted in some distant past and a force for decolonization and the postcolonial moment. Instead, through a genealogy of schooling, the author argues that school as it is currently practiced in the region is the product of the present, emerging from the mid-1960s shift in US policy in the islands, the very moment when the US was trying to simultaneously prepare the islands for putative self-determination while producing ever-increasing colonial relations through the practice of schooling. The work goes on to conduct a genealogy of the various subjectivities produced through this present schooling practice, notably the student, the teacher, and the child/parent/family. It concludes by offering a counter-discourse to the normalized narrative of schooling, and suggests that what is displaced and foreclosed on by that narrative in fact holds a possible key to meaningful decolonization and self-determination.
Description / Table of Contents:
Disassembling and Decolonizing School in the Pacific; Preface; A Note on Audience; Where This Book Fits; How This Book Is Organized; Acknowledgements; Contents; List of Figures; Chapter 1: Introduction: Where Do We Go from Here?; An Introduction; An Ocean of Discourse: Schooling in Micronesia and Beyond; Decolonizing the Postcolonial Position; Repositioning the Binary; The Temporality of De-positionality: Locus of Enunciation; Narrator as Narrative; Inconvenient Implications: "The Intellectual" and the University; Chapter 2: Theory, Power, and the Pacific
Description / Table of Contents:
An Imagined Non-entity: Deforming and Reforming Our "Sea of Little Lands"Power-Knowledge-Subject; Relational Power and Foucault; Production and Normalization; Genealogy, Subjectivity, Governmentality; Alternative Conditions of Possibility; Chapter 3: Atolls and Origins: A Genealogy of Schooling in Micronesia; In the Beginning There Was School; The Colonial Period?; The Song, and Actualized Event, of Solomon; The Colonial. Period.; Chapter 4: Power and Pantaloons: The Case of Lee Boo and the Normalizing of the Student; John Ford in the Rock Islands; Scopic Regime, or Why Is He Painted White?
Description / Table of Contents:
"Osiik a Llomes" and the Limits of Heliotropic(al) TranslationA Portrait of the Student as a Young Man: The Benevolence of the Colonial Project; The Student as Simulacrum; Chapter 5: Certifiably Qualified: Corps, College, and the Construction of the Teacher; Dilettantes and Differends; Peace Corps in Paradise Micronesia; Colleges and Knowledges; The "Highly Qualified" Cult(ure); Chapter 6: The Mother and Child Reunion: Governing the Family; All in the Family; Child, State, School; No Child Left Micronesian: Governmentality and the Child; PIRCs and Other Benefits of Policing the Parent
Description / Table of Contents:
Chapter 7: Conclusion: The Emperor Is a Nudist: A Case for Counter-Discourse(s)Over the River and Through Bretton Woods: Development, Schooling, and Regimes of Representation; Culture, Custom, Catachresis; Dressing the Emperor; References; Index
Note:
Includes bibliographical references and index
DOI:
10.1007/978-94-007-4673-2
URL:
Volltext
(lizenzpflichtig)
Permalink
