| Description |
1 online resource |
| Series |
Routledge Research in International and Comparative Education |
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Routledge research in international and comparative education.
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| Contents |
Cover; Title; Copyright; Contents; List of figures; List of tables; 1 Introduction; The Futuro Infantil Hoy Program; Transnational education and knowledge hierarchies; Beyond knowledge hierarchies in transnational education: staging dissensus; A critique-interpretive approach; Structure of argument; Notes; References; 2 Transnational education, knowledge hierarchies and the missing critique; Transnational education; Equivalence and relevance; The global and local knowledge hierarchies; Notes; References; 3 Critiques in a networked hutong; Critical teacher education in a single hutong |
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A networked-hutong siwei for critical teacher educationCritique, dissensus and partition/distribution of the sensible; A critique-interpretive approach to educational research; Notes; References; 4 Critiques of the global knowledge hierarchy; Refocusing program outcome; Reclaiming program design; Reconceptualising program participants; Repositioning the program; Key messages and recommendations; Notes; References; 5 Critique-mediated concept translation; Conceptual equivalence and translatability; Conceptual translation and pedagogical innovation; Conceptual innovation and cultural control |
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Critique-mediated knowledge co-constructionConcept translation and theoretic-linguistic hierarchies; Key messages and recommendations; References; 6 Western concepts, non-western critiques; Critique as a disruptive detour; Conceptual mapping as a mode of critique; Critiques leading to conception; Critique and criticality in concept learning; Critiques and conceptual relevance; Key messages and recommendations; Note; References; 7 Refashioning the local knowledge hierarchy; The existing local institutional hierarchy; The existing hierarchical knowledge relationships |
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Engaging critiques of the knowledge hierarchiesFIH pedagogical strategies and knowledge hierarchies; Key messages and recommendations; Notes; References; 8 Mentoraship and local-global epistemic mobility; The FIH mentoring model; Leadership strategies of the FIH mentoring model; Mobilisation of critiques in a community of dissensus; Critique and dissensus; The local/global potential of mentoraship: epistemic mobility; Key messages and recommendations; Notes; References; 9 Staging dissensus: critiques of knowledge hierarchies; Educational actors' critiques |
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A conception of critique in transnational educationMultilingual critiques to refashion knowledge relationships; The substance-shadow-penumbra; Notes; References; Appendix; Index |
| Summary |
Transnational education seeks equivalence in standards and/or relevance of outcomes through the transfer of Western theories, concepts and methods. Utilising a critique-interpretative approach, Jing Qi argues that equivalence/relevance-oriented approaches to transnational education assume the legitimacy of the global knowledge hierarchy. Euro-American educational theories are imposed as defaults in non-Western educational communities of imagined consensus. Grounded in a study of a five-year transnational teacher education and community capacity-building program in Northern Chile, the book inve |
| Bibliography |
Includes bibliographical references and index |
| Notes |
Online resource; title from PDF title page (EBSCO, viewed April 29, 2015) |
| Subject |
Futuro Infantil Hoy (Program)
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Futuro Infantil Hoy (Program) |
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Transnational education -- Chile -- Case studies
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Teachers -- Training of -- Chile -- Case studies
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Educational assistance -- Australia
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Critical pedagogy.
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EDUCATION -- Higher.
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Critical pedagogy
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Educational assistance
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Teachers -- Training of
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Transnational education
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Australia
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Chile
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| Genre/Form |
Electronic books
|
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Case studies
|
| Form |
Electronic book
|
| ISBN |
9781317574941 |
|
131757494X |
|
1138826839 |
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9781138826830 |
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9781317574934 |
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1317574931 |
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9781317574927 |
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1317574923 |
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9781315738840 |
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1315738848 |
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9780815356745 |
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0815356749 |
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