Cognitive Praxis in Today's “International Education” Movement

A Case Study of Intents and Affinities

Bibliographic Data

ID11070518
AuthorsWalter C Parker (0000-0002-5996-1493, University of Washington, corresponding author), Walter Parker (0000-0002-9722-9797), Steven P Camicia (0000-0003-4953-7995, Utah State University)
Year2009
Volume37
Issue1
Pages42-74
Publication date2009-01-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueTheory & Research in Social Education (JOURNAL)
Journal identifiersISSN: 0093-3104 • E-ISSN: 2163-1654
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00933104.2009.10473387
OpenAlexW2051243239
LanguageEN
Citations received7
References cited43

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

Cognition · Epistemology · Globalization · Plural · Political science · Politics · Praxis · Sample (material · Social movement · Social science · Sociology · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Law · Peace and Human Rights Education · Psychology

Tools

Open DOISci-Hub