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The Resource Super Dimensions in Globalisation and Education

Super Dimensions in Globalisation and Education

Super Dimensions in Globalisation and Education
Super Dimensions in Globalisation and Education
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Cultural Studies and Transdisciplinarity in Education Ser.
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Super Dimensions in Globalisation and Education
Super Dimensions in Globalisation and Education
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  • Foreword -- Super-Diversity: Changing the Face of Education -- A 'Case': Linguistic Super-Diversity as Praxis, Monolingualism as Conception -- References -- Preface -- Contents -- Chapter 1: Super Dimensions in Globalisation and Education -- Introduction -- The Chapters of the Book -- Part I: Super Dimensions in Globalisation and Literacy -- Part II: Super Dimensions of the Global North and South -- Part III: Super Dimensions of Educational Research and Policy -- Part IV: Super Dimensions and Issues in Educational Practices -- Conclusion -- References -- Part I: Super Dimensions in Globalisation and Literacy -- Chapter 2: Students as Linguistic Ethnographers: Super-{u00AD}Diversity in the Classroom Context -- Introduction -- Theoretical Framing -- Socially, Culturally and Linguistically Diverse Classrooms -- Changing Cultural, Technological and Economic Conditions and Engagements -- Dynamic Linguistic Repertoires -- New Frames: Students as Ethnographers -- Study Context -- Investigating Communications -- Understanding Significance in the Classroom Context -- Super-Diversity and Classroom Learning -- Conclusion -- References -- Chapter 3: Growing Up Bilingual and Negotiating Identity in Globalised and Multicultural Australia -- Introduction -- Globalization and Superdiversity -- Superdiversity, Globalising English and its Impact on Other Languages -- Questions of Identity in the Language Learning Process -- Globalising English and English-Only Education -- Languages, Power and Equity in Education -- Negotiating Hybrid Identities and the Third Space in the Latin American Australian Diaspora -- The Study -- Findings and Discussion -- Children's and Families Multiple Constructions of Identity: Speaking Spanish and Negotiating the 'Third Space' -- Negotiating the 'Third Space'
  • Identity and Difference: Negotiating Languages, Difference and Marginalization -- Children's Negotiation of Racism and Languages Differences -- Julia and Emilia: Speaking Back in Cantonese -- The Influence of Hybridity and Diaspora in Transforming and Shaping Identity in Negotiating Languages -- Conclusion -- References -- Chapter 4: Researching Literacy Development in the Globalised North: Studying Tri-lingual Children's English Writing in Finnish, Norwegian and Swedish Sápmi -- Introduction -- The Context -- Methodological Considerations -- Data Collection -- Ethical Considerations -- Looking for Traces -- Conclusions -- References -- Part II: Super Dimensions of the Global North and South -- Chapter 5: Screaming Silences: Subjects and Photographs in Schools in Contexts of Extreme Urban Poverty and Environmental Decay -- Introduction -- Neighbourhoods and School in Spaces of Abjection: Which Silences Scream? -- On Faces, Preferences, and Silences that Burst -- Closing Remarks -- References -- Chapter 6: Theories of Globalisation and Planetary Sustainability -- Introduction -- Southern Theory, Neoliberal Globalization and Advanced Capitalism -- Collaborative Research as Southern Theory Knowledge Projects -- Thinking Through Country as Onto-Epistemology -- Beginning with Country -- Me, Myself and I: An Onto-Epistemology -- Representation of Country Through Story/Image -- Linking Local, Regional and Global Knowledges -- Local Place Knowledge -- The Relation Between Local and Regional Knowledge of Country -- Global Knowledge in the Neoliberal Context of Water -- Connell's Fourth Knowledge Project: Art and Knowledge from the Periphery Create New Theories -- Conclusion -- References -- Chapter 7: Super-epistemic Diversity: Intersectional Interplay of Educational Knowledge in Programa Futuro Infantil Hoy -- Introduction -- The Epistemic Global and Local
  • Super-Epistemic Diversity -- Research Methodology -- The Epistemic Hierarchy Between Families and EC Educators -- Super-Epistemic Diversity in Cafe de Literacidad -- Conclusion -- References -- Chapter 8: The Global Architecture of Education and Its Ramifications for Education and Learning in the Global South -- Introduction -- The Hegemonic Western Epistemology -- Orientalism and Decolonizing the Mind: Epistemic Marginalization -- Globalization -- The Situation in the Southern Classrooms -- Alternatives or Supplements to Western Knowledge Production -- South Africa's Curriculum 2005 -- The Failure of South Africa's Education Policy -- Cuba's Counterhegemonic Education System -- New Zealand and the Māori -- Conclusion -- References -- Part III: Super Dimensions of Educational Research and Policy -- Chapter 9: Unearthing the Forces of Globalisation in Educational Research Through Guattari's Cartographic Method -- Guattari's Framework for Research -- Sudanese Families in Australia -- Young Muslims in Australia on Facebook -- Conclusion -- References -- Chapter 10: The Spatialities of Education Policy Analysis: Globalisation, Scale and Mobility -- Introduction -- Scale Spatiality Globalisation Spatiality Scale -- The Work of Scale -- Geographies of Mobility: Power and Movement -- Mobility and Its Application in Policy Analysis -- Conclusion -- References -- Chapter 11: Persistence is Fertile: Pushing Methodological Potentialities in Education Research -- Introduction -- Spaces in Childhood Research -- Methodological Sensitivity -- Affect and Methodologies -- Methodological Potentialities of Drawing -- Conclusion -- References -- Part IV: Super Dimensions and Issues in Educational Practices -- Chapter 12: Teachers' Work in the Age of Migration: A Cosmopolitan Analysis -- Introduction -- Globalisation and Teachers' Work
  • The Global Movement of Teachers into and out of Multicultural Australia -- Towards a Cosmopolitan Theory of Teachers' Work -- Cosmopolitan Dispositions -- Cosmopolitan Subjectivities: Emigrant Teachers -- Immigrant Teachers and Cosmopolitan Ideals -- Conclusion -- References -- Chapter 13: Localising/Internationalising Teacher Education with Anglo-Chinese Theoretic-{u00AD}Linguistic Characteristics: Producing dǐngti{u1FB1}n lìdì Teacher-Researchers -- Introduction -- Bourdieu's Framing of Non-White, Non-Western Knowledge -- The Emergent Anglo-Chinese Characteristics of Educational Globalisation -- Anglo-Chinese Critiques of Educational Globalisation -- Framing Anglo-Chinese Educational Research -- Teacher-Researcher Education -- Anglo-Chinese Theoretic-Linguistic Characteristics of Research Education -- Contextualizing dǐngti{u1FB1}n lìdì -- Conceptualising 'dǐngti{u1FB1}n lìdì Teacher-Researchers' -- Challenges of dǐngti{u1FB1}n lìdì Teacher-Research for Educators and Candidates -- Connecting the Local and the International -- Localising/Internationalising Teacher Education -- Conclusion -- References -- Chapter 14: Educational Aspirations, Ethnicity and Mobility in Western Sydney High Schools -- Introduction -- Aspiration and Access -- Case Study Analysis -- Case Study School 1 - (Loshini) -- Context -- Methodology -- Aspiration and Imagination -- Case Study School 2 - (Tonia) -- Context -- Methodology -- Parental Viewpoints -- Conclusion -- References -- Chapter 15: Afterword: Super Interconnectivity as Globalization? -- References -- Index
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