Cognitive praxis in today's "Intemational Education" movement: A case study of intents and affinities.
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Walter C. Parker [1] ; Steven P. Camicia [2]
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[1] University of Washington
University of Washington
Estados Unidos
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[2] Utah State University
Utah State University
Estados Unidos
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- Localización: Theory and research in social education, ISSN 0093-3104, Vol. 37, Nº 1, 2009, págs. 42-74
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
We report a qualitative case study of interpretive activity inside the current wave of the "international education" movement in U.S. schools. We used a sociological framework to examine how competing interpretations are mobilized in relation to one another and to the urgent discourses of Globalization and Terror. Data were gathered in interviews of a sample of movement intellectuals-activists positioned between powerbrokers and school practitioners. We found a diverse set of interpretations that were spread across a two-dimensional framework with four quadrants: intent (civic and enterprise) and affinity (national and global). We conclude that the cognitive praxis of this sample extends prior patterns-it is plural and contentious, and national security plays a central role. Within these tendencies, however, are features unique to the current wave. We end with implications for the social studies field.
