Culture In Education And Education In Culture: Tensioned Dialogues And Creative Constructions

Description

In a world where the global engagement and international dialogue intensifies, some areas of cultivated knowledge suffer from this dialogue and this has consequences for people and communities. We propose education to be such a case. The global dialogue in education tends to be restricted to and mediated by standardized measurements. Such standards are meant to measure qualities of education and of student behavior and create the sought for condition for normative comparability and competition. The obvious drawback is that cultural variability – in local living as well as in education – is rendered irrelevant. Are there alternatives? The book insists on maintaining the discussion about education on a global level, but rather than moving towards homogenization and standardization of education, the attention is drawn towards the potential for learning from creative fits - and misfits - between concrete local cultures, institutional practices and global aims and standards of education. This work brings together a group of educational and developmental researchers and scholars grappling to find culturally informed and sensitive modes of educating people and communities. Case studies and examples from four geographical contexts are being discussed: China, Brazil, Australia and Europe. While being embedded in these local cultures, the authors share a conceptual grounding in cultural developmental theorizing and a vision for a culturally informed globalized perspective on education. As the theme of the book is learning from each other, the volume also includes commentaries from leading scholars in the field of cultural psychology and education. :) Front Matter ....Pages i-xxiii Front Matter ....Pages 1-1 Education, Competition, and Cultural Development (Willem Wardekker)....Pages 3-13 What Is Disruptive About Disruptive Behavior? (Thomas Szulevicz)....Pages 15-28 Bildung, Motivation, and Deliberative Democracy in Primary Education (Jacob Klitmøller, Sarah K. Jensen)....Pages 29-45 Commentary to Part I: Perspectives on the Challenge of Globalization (Ian Thompson)....Pages 47-54 Front Matter ....Pages 55-55 Cultural Security in Australian Classrooms: Entanglements with Mainstream Education as Aboriginal and Torres Strait Islander Children Transition to School (Melinda G. Miller, Karen Dawson-Sinclair, Areana Eivers, Karen Thorpe)....Pages 57-77 A Cultural–Historical Model to Inform Culturally Responsive Pedagogies: Case Studies of Educational Practices in Solomon Islands and Australia (Yeshe Colliver, Libby Lee-Hammond)....Pages 79-105 Nhembo’ea Reko Regua: Trajectories of the Mbya Guarani Struggle for a Differentiated Education (Roberto Veríssimo Lima, Jurandir Augusto Martim, Danilo Silva Guimarães)....Pages 107-124 Education for Beauty in Acervo da Laje (The Laje Collection) and the Emergence of Creative Work at the Outskirts of Salvador, Brazil (José Eduardo Ferreira Santos)....Pages 125-148 Commentary to Part II: Constructing Culturally Responsive Education (Rebeca Mejía-Arauz)....Pages 149-156 Front Matter ....Pages 157-157 Identity in Education and Education in Identities: Connecting Curriculum and School Practice to Students’ Lives and Identities (Moisès Esteban-Guitart)....Pages 159-175 Using Symbolic Resources to Overcome Institutional Barriers: A Case Study of an Albanian-Speaking Young Woman in Switzerland (Teuta Mehmeti, Tania Zittoun)....Pages 177-198 Teacher Identity in Structural Reflective Workshops: A View from China (Zhou Li-Hua, Li Xiao-Wen, Wu Aruna, Gao Ya-Bing)....Pages 199-216 Children’s Development: Between Personal Engagements and Curriculum-Based Preschool Practices (Jakob Waag Villadsen)....Pages 217-238 Commentary to Part III: Cultural Perspectives on Self/Identity Issues, Prejudice, and Symbolic Resources (Angela Uchoa Branco)....Pages 239-249 Editors’ Conclusion: Imagining an Education for “Good Life” (Pernille Hviid, Mariann Märtsin)....Pages 251-260