CubeRevisioning Context in the Field of Comparative Education Noah W - PDF document

1 Cube:Revisioning ÒContextÓ in the Field
Cube:Revisioning ÒContextÓ in the Field of Comparative Education Noah W. Sobe Loyola when instead context should be revisioned (Cowen, 2006; Crossley, 2009; Vavrus well as the feckless and regrettably common re-circulations of SadlerÕs (1900) garden metaphor. Rather than thinking of ÒcontextualizationÓ or Òestablishing the contextÓ as activity that takes place at the front-end as part of a preliminary Òsetting the stageÓ for a research project, we proposeÑreturning to the wordÕs etymolog

2 ical meaning of Òinter-weavingÓÑthat the
ical meaning of Òinter-weavingÓÑthat the problem of context be somethingBorrowing issue of Context is warranted because of the significance that Context plays in power/knowledge relations. Inasmcomparative and international education as a mode of governance (N—voa & Yariv-Mashal, 2003) it is also extremely important Context reorganization and administrative measures of the European colonial project. And in SadlerÕs formulation we see a historical instance of acclimatization reasoning bein

3 g applied to the social world and who w
g applied to the social world and who wasnÕ Ó of people based on outsidersÕ perceptions of worth, aptitude and potential. A second level on which supposed underlying laws and principles. As Sobe & Fischer (2009) have noted, Éwhen space is conceptualized governed through force, authority and the inculcation of habit. (p. 361) SadlerÕs organicist argument about Ònative soilÓ is enmeshed in a colonialist logic of governance world focus on one or more Òsub-cubesÓ within girls on count

4 ries affected by a particular colonial e
ries affected by a particular colonial experience (Manzon, 2007) or on countries/regions with religious nonetheless would frame this issue less as one of methodological preference and more worthy of research concern because of the ways that ascriptions and inscriptions of Context are implicated in power/knowledge relations. One of the best illustrations of the way that Context can be prefigured as a category of analysis lies in its subdivision into various dimensions over which neoins

5 titutional sociologists of education (Me
titutional sociologists of education (Meyerways that institutionalized world models define and de/legitimate local agendas. They predict world as Òa societyÓ with Òan economyÓ and Òa governmentÓ. Meyer et al. note that: Éa few standardized data tables would way that every newly independent geopolitical entity has been processed in the past several decades. (Meyer different dimensions of locating Òideas in their matricesÓ (1999, p. 10) and it is this task that we direct attention to wi

6 th Approaching structures, will be em
th Approaching structures, will be embroiled in power relations (Foucault, 1971 & 1980) as they produce the rules and standards permanently Ong (2006) tackles the challenge place/nonstructured structure structures shiftingwork of studying assemblages, the researcher is able to attend to Òemergence, heterogeneity,interactions ComparativeEducation is a mature and importantinquiry with a promising future. Graduate Program Director of both Cultural and Educational Policy Studies and Inter

7 national Higher Education. He is also th
national Higher Education. He is also the Director of the Center for Comparative Education at Loyola Kong, China: Comparative schizophrenia. Cambridge, , G. E. & Saka, E. (2006). Assemblage. Theory, Culture & Society, 23 (2-3), 101-106. Meyer, J., Boli, A. (2006). Neoliberalism as Exception: Mutations in Citizenship and Sovereignty. Durham, NC: Duke University Press. Ong, A. & Collier, S. J. (2005). Global assemblages: [?] Technology, national: the Americas. New York, NY: Palgrave.