Literaturnachweis - Detailanzeige
| Autor/in | Clayton, Thomas |
|---|---|
| Titel | Beyond mystification: reconnecting world-system theory for comparative education. |
| Quelle | In: Comparative education review, 41 (1998) 4, S. 479-496Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0010-4086 |
| Schlagwörter | Bildung; Erziehung; Vergleichende Erziehungswissenschaft; Herrschaft; Soziale Beziehung; Bildung; Erziehung; Gleichheit; Herrschaft; Vergleichende Erziehungswissenschaft; Gleichheit; Internationale Beziehungen; Soziale Schicht; Gramsci, Antonio |
| Abstract | World-system theory provides concepts and language for a critical understanding of international educational development. Within this world-system tradition, some comparative education scholars locate the educational participation of "core" states in "peripery" states' global struggle for power and resources and argue that international educational "assistance" to the periphery ultimately returns capital to the core. World-system theory is one of the many attempts in a variety of settings to understand the exploitative dynamics of class relations, whether "class" is understood in terms of groups stratified according to race, gender, or social class within a single socviety or of nations similarly stratified in the global milieu. ... One debate ... concerns the responses of subordinate actors to hegemony. Simply put, are subordinate actors "mystified" by the dominant ideology and incorporated, unconsciously, into a system that works against their interests? Or are they capable of "penetrating" that system, understanding its expoitative dynamics, and responding to it consciously? This article juxtaposes developments in world-system theory against developments in critical thinking about class relations. ( DIPF/orig.) |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2000_(CD) |
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