National imaginaries, the indigenous foreigner, and power: comparative educational research.

Autor/in	Popkewitz, Thomas S.
Titel	National imaginaries, the indigenous foreigner, and power: comparative educational research.
Quelle	Aus: Discourse formation in comparative education. Frankfurt, Main: Lang (2003) S. 261-294Verfügbarkeit
Reihe	Komparatistische Bibliothek. 10
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
Schlagwörter	Kulturtechnik; Wissen; Vergleichende Erziehungswissenschaft; Postmoderne; Erinnerung; Transfer; Bildungspolitik; Schulbesuch; Fremdheit; Kulturphilosophie; Macht; Regierung; Staat; Globalisierung; Sozialwissenschaften
Abstract	This essay ... is not to celebrate, defend or create a new rhetorical line in the battle over who is authorized to speak for intellectuals or comparative studies. The author uses post-modern literature to explore the relations between knowledge, power and politics as a project of comparative education. This focus on knowledge and power underscores an important facet of contemporary life. Power is exercised less through brute force and more through the practices by which knowledge (the rules of reason) structures the field of possible action and inscribes the principles or performance and modes of subjectification. Whereas most comparative educational research assumes that participation and citizenship are "given" norms to be achieved, and the educational sciences are descriptive of the movement toward these given goals, what Schriewer calls legitimating studies, this essay focuses on the knowledge systems of education as the effects of power. To pursue this relation of knowledge and power, the author considers state policies and educational research as constructing "national imaginaries". The concept of national imaginaries enables the author to consider how certain global discourses overlay national educational practices to produce narratives and images of the individual who acts and participates. These imaginaries, the author further argues, are not "merely" representations of some natural community, the recuperation of some past memory about the nation and citizen, or the application of some hierarchical power. Rather, the images and narratives structure a memory through which individuals locate themselves as having a "home". The construction of imaginaries and memory is not an epiphenomenon of power, but a significant dimension of power through its effect at three levels: 1. The new memories of experience in the national imaginaries are simultaneously a forgetting that has anxieties and displacements. 2. The imaginaries are hybrids that overlay global and local systems of knowledge through the deployment of the indigenous foreigner, international discourses that circulate in national practice to open up new intentions, order memory, and "make" new histories of the nation and the "self". 3. Remembering and forgetting embody systems of inclusion and exclusion produced through distinctions and divisions that qualify and disqualify individuals in the sense of "being". The authors notion of comparative studies, then, is to explore how knowledge as systems of "reason" circulate historically across and within institutions and national boundaries to order the principles of action and participation. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2004_(CD)