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Qualitative research for education: An introduction to theories and methods

The third space

Gayatri Chakravorty Spivak, An Aesthetic of Education in the Era of Globalization (Harvard University Press, 2012)For over a quarter of a century, Gayatri Spivak's scholarship has remained at the forefront of postcolonial studies, pushing the discipline forward, asking the uncomfortable questions, and engaging in spirited debates. Spivak's 1988 essay, 'Can the Subaltern Speak?' launched her into academic prominence, and while the essay still is regarded as enormously influential, unfortunately, it often overshadows many of her other important works, which is why her recent book, An Aesthetic of Education in the Era of Globalization, published by Harvard University Press, is such a welcome reminder of her varied and important contributions. The 25 essays, spanning nearly an equal number of years, not only reveal Spivak's unwavering commitment to an ethical, aesthetic engagement with literature (and the world) as a way of fulfilling the humanities' promise to contest the logic of capital, but also they reveal her enormous capacity as a teacher.In the preface and introduction, Spivak informs readers that she writes now with a 'desperate honesty' and that doubt will be her guiding refrain (x). From the outset, it is clear that she is concerned deeply by 'this era of the mantra of hope' and deploys doubt, which she sees as a great inheritance of the Enlightenment, as a way to recuperate the aesthetic (1). This meditation on the aesthetic gives the collection a thematic thread for readers to grasp as they move through the essays. Additionally, running throughout the collection is the frame of the double bind. Spivak instructs readers to keep this structure in mind while engaging with the essays as it reveals the tensions that undergird many of her arguments. Ultimately Spivak's work attempts to displace globalisation's hold on information, data, and capital through a 'productive undoing' of the legacy of the aesthetic coupled with the structure of the double bind (1). At times this lofty project is undermined by a determined insistence to use the double bind framework even when the fit isn't comfortable, leading to several unnecessarily opaque moments. The introduction also is mired in a selected history of the double bind that contain large tracts of quoted text, with little exposition, that divert readers from Spivak's more urgent claims. To be fair, Spivak asks for 'an interactive reader' that is willing to take this journey with her in which the 'reconsiderations and realizations' of the introduction are not always expounded in the essays themselves (3).The book is not divided into sections, but there are narratives that reflect a progression of ideas. Spivak's essays transition fluidly from issues of difference to translation to disciplinary concerns. Throughout these movements, readers will observe Spivak's willingness to draw from intimate, often private moments to forward a thesis. It is this vulnerability that reveals the stakes of Spivak's work. The most striking moment of intimacy occurs in the final chapter, 'Tracing the Skin of Day,' Spivak takes readers on her journey to view Chittrovanu Mazumdar's Nightskin. We walk with Spivak through the museum, and it is here that Spivak brings her discussion of the aesthetic to a close, remarking how 'in the visual, the lesson of reading is the toughest' (507). Spivak offers a poststructural meditation on Mazumdar's artwork, suggesting that his work 'protects the trace away from the promise of the sign' leaving viewers 'with no guarantees' (502). …

An Aesthetic of Education in the Era of Globalization

Social Theory and Political Practice

PISA, Power and Policy: The Emergence of Global Educational Governance

This report provides an account of the conceptualisation of international mindedness and existing instruments for assessing it This report is structured so that throughout, clear coherent links are made to IB documents and 'big' IB ideas are drawn together It describes and captures the evolution of the concept of 'international mindedness' from earlier meanings The report works towards the development of a conception of 'international mindedness' that is relevant to current situations of 21st century education This report contains a range of resource materials for use in workshopping the concept of "21st century international mindedness" The conceptualisation of international mindedness as a basis for internationalising education is a problem For instance, in Towards a continuum of international education the International Baccalaureate (IB) recognises that a key challenge to its programmes is that they "have grown from a western humanist tradition, [and now] the influence of non-western cultures on all three programmes is becoming increasingly important" (G1, 2008 p2) The IB came out of a western humanist philosophy The IB now articulates a particular sensitivity to the risks associated with partisan perspectives and strives to seek a broad range of views It is the issue of broadening the range of knowledge that goes into constituting international mindedness, which is emphasised in this report, providing resources for critical reflection on the constraints and possibilities for doing so In this way, the exploratory study reported here contributes to the IB's mission to "define international mindedness in increasingly clear terms, and the struggle to move closer to that ideal in practice"

21st century international mindedness: An explorative study of its conceptualisation and assessment

Globalization has produced contradictory processes that promote the movement of people and ideas across geographical and epistemological boundaries yet continue to reinforce the dominance of White, Western knowledge production. Intended or not, globalization may yet turn out to be the source of new intellectual labor responsible for generating new theoretic-linguistic knowledge. This article explores the possibilities inherent in the increasing presence of Indigenous and "non- Western" students in White, Western universities. A theoretical model of transcultural co-research practice developed by the authors demonstrates how, as a research team, we engage in transcultural co-research. We propose a transcultural approach to the vā (Refiti, 2013) of research education, which activates and mobilizes Indigenous and non-Western research candidates' theoretic-linguistic contributions to knowledge.

Mobilising indigenous and Non-Western theoretic-linguistic knowledge in doctoral education

Executive summary This report discusses findings from a qualitative study of international mindedness in the Diploma Programme (DP) in six International Baccalaureate (IB) schools in Australia, China and India. The aim is to provide a resource for the IB community of empirically based concepts and practices of international mindedness that have emerged from the experiences and perspectives of students, parents and teachers in IB schools. The research focused on four main areas of inquiry: - Students', parents', and teachers' conceptualisations of international mindedness in relation to the IB DP in Australia, China and India; - The relevance of international mindedness to students' post-school trajectories; - Possible approaches to the assessment of international mindedness in IB schools; - Cross-case comparisons of international mindedness by schools and countries. As part of a multi-sited approach, 196 parents, teachers, and students were interviewed in six IB schools in Australia, China and India. Additionally, observations of classroom practices and school events offered ethnographic insights into schooling practices of international mindedness across the six sites.

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A comparative study of international mindedness in the IB Diploma Programme in Australia, China and India

Transnational education seeks equivalence in standards and/or relevance of outcomes through the transfer of Western theories, concepts and methods. Utilising a critique-interpretative approach, Jing Qi argues that equivalence/relevance-oriented approaches to transnational education assume the legitimacy of the global knowledge hierarchy. Euro-American educational theories are imposed as defaults in non-Western educational communities of imagined consensus. Grounded in a study of a five-year transnational teacher education and community capacity-building program in Northern Chile, the book investigates the relationships between theoretical knowledge, knowledge hierarchies and critique. Transnational education communities are recognised as sites of critiques where conflictual and conceptual 'dissensus' disrupts global and local knowledge hierarchies. Critique is deployed by educational actors in their everyday engagement in transnational education to stage dissensus, which constantly re-draws the lines of possibility for knowledge co-construction. A matrix mapping system is designed to chart and theorise the Chilean educational actors' critiques along the trail of concept translation, learning, application and innovation of knowledge hierarchies, which operate at and across global, transnational, local and the newly-created local-global levels. This book examines how these critiques modulate the ascendancy of knowledge hierarchies to enfranchise non-western educational actors for theoretical knowledge production that addresses local needs. Knowledge Hierarchies in Transnational Education will be of key value to researchers, academics and postgraduate students in the fields of international education, teacher education and globalisation.

Knowledge Hierarchies in Transnational Education: Staging dissensus

This article examines the different uses of equality in one elite international school in India. We focus on how conceptions of equality can be enrolled into particular scripts of benevolence and gifting through which elite distinctions are constituted and enacted. Our analysis of interviews with students, teachers and parents in the school highlights three dominant and interrelated uses of equality that are examined with respect to entrepreneurial social ideals in contemporary neoliberal India: equality for profit; equality as deferred; and equality as a differential inclusion of the poor. We call this concept ‘enterprise equality’ and consider its performative effects, namely in reconstituting and justifying normative inequality. Enterprise equality does two related things which have significant global consequences: it can function as a process of ‘decontestation’ – a way to ‘block hearing’ about alternative political/economic arrangements of equality; and it can reaffirm the cultural rhetoric o...

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Jing Qi

Papers

21st century international mindedness: An explorative study of its conceptualisation and assessment

Mobilising indigenous and Non-Western theoretic-linguistic knowledge in doctoral education

A comparative study of international mindedness in the IB Diploma Programme in Australia, China and India

Knowledge Hierarchies in Transnational Education: Staging dissensus

The uses of equality in an elite school in India: enterprise and merit