Beyond Comparative Methods in Research on Transnational Education Cooperation: A Proposed Theoretical Model for Examining Contextual Complexities

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Abstract

The aim of this chapter is to create a theoretical framework beyond the comparative approaches (e.g. Bereday, Comparative method in education. New York: Holt, Rinehart & Winston, 1964; Green, Preston, & Janmaat, Education, equality and social cohesion: A comparative analysis. New York: Palgrave Macmillan, 2006) in the studies of student subjectivities’ formation in transnational education cooperation, such as between the Nordic states and China. Comparative approaches merely keep the analytical lenses focused on preserving the dichotomy between the West (represented by the Nordic states) and the East (represented by China). The proposed framework perceives the transnational education context as a global assemblage in which translocal governmentality is operating (Ong & Collier, Global assemblages: Technology, politics, and ethics as anthropological problems. Malden, MA: Blackwell, 2005). The framework suggests identification of new modes of subject-making through the intersections of social categories (Staunæs, Where have all the subjects gone? Bringing together the concepts of intersectionality and subjectification. NORA—Nordic Journal of Feminist and Gender Research, 11(February 2015), 101–110, 2003) and detection of what Popkewitz (Cosmopolitanism and the age of school reform: Science, education, and making society by making the child. London: Routledge, 2007) calls “the limits of the cosmopolitan citizenry.”
Original languageEnglish
Title of host publicationNordic-Chinese Intersections within Education
EditorsHaiqin Liu, Fred Dervin, Xiangyun Du
PublisherPalgrave Macmillan
Publication date2019
Edition1
Pages107-125
ISBN (Print)978-3-030-28587-6
ISBN (Electronic)978-3-030-28588-3
DOIs
Publication statusPublished - 2019
SeriesPalgrave Studies on Chinese Education in a Global Perspective

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education
China
intersectionality
gender studies
cosmopolitanism
school reform
governmentality
social cohesion
subjectivity
equality
moral philosophy
politics
science
student
Society

Cite this

Li, J. H. (2019). Beyond Comparative Methods in Research on Transnational Education Cooperation: A Proposed Theoretical Model for Examining Contextual Complexities. In H. Liu, F. Dervin, & X. Du (Eds.), Nordic-Chinese Intersections within Education (1 ed., pp. 107-125). Palgrave Macmillan. Palgrave Studies on Chinese Education in a Global Perspective https://doi.org/10.1007/978-3-030-28588-3_5
Li, Jin Hui. / Beyond Comparative Methods in Research on Transnational Education Cooperation: A Proposed Theoretical Model for Examining Contextual Complexities. Nordic-Chinese Intersections within Education. editor / Haiqin Liu ; Fred Dervin ; Xiangyun Du. 1. ed. Palgrave Macmillan, 2019. pp. 107-125 (Palgrave Studies on Chinese Education in a Global Perspective).
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Li, JH 2019, Beyond Comparative Methods in Research on Transnational Education Cooperation: A Proposed Theoretical Model for Examining Contextual Complexities. in H Liu, F Dervin & X Du (eds), Nordic-Chinese Intersections within Education. 1 edn, Palgrave Macmillan, Palgrave Studies on Chinese Education in a Global Perspective, pp. 107-125. https://doi.org/10.1007/978-3-030-28588-3_5

Beyond Comparative Methods in Research on Transnational Education Cooperation: A Proposed Theoretical Model for Examining Contextual Complexities. / Li, Jin Hui.

Nordic-Chinese Intersections within Education. ed. / Haiqin Liu; Fred Dervin; Xiangyun Du. 1. ed. Palgrave Macmillan, 2019. p. 107-125 (Palgrave Studies on Chinese Education in a Global Perspective).

Research output: Contribution to book/anthology/report/conference proceedingBook chapterResearchpeer-review

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AB - The aim of this chapter is to create a theoretical framework beyond the comparative approaches (e.g. Bereday, Comparative method in education. New York: Holt, Rinehart & Winston, 1964; Green, Preston, & Janmaat, Education, equality and social cohesion: A comparative analysis. New York: Palgrave Macmillan, 2006) in the studies of student subjectivities’ formation in transnational education cooperation, such as between the Nordic states and China. Comparative approaches merely keep the analytical lenses focused on preserving the dichotomy between the West (represented by the Nordic states) and the East (represented by China). The proposed framework perceives the transnational education context as a global assemblage in which translocal governmentality is operating (Ong & Collier, Global assemblages: Technology, politics, and ethics as anthropological problems. Malden, MA: Blackwell, 2005). The framework suggests identification of new modes of subject-making through the intersections of social categories (Staunæs, Where have all the subjects gone? Bringing together the concepts of intersectionality and subjectification. NORA—Nordic Journal of Feminist and Gender Research, 11(February 2015), 101–110, 2003) and detection of what Popkewitz (Cosmopolitanism and the age of school reform: Science, education, and making society by making the child. London: Routledge, 2007) calls “the limits of the cosmopolitan citizenry.”

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Li JH. Beyond Comparative Methods in Research on Transnational Education Cooperation: A Proposed Theoretical Model for Examining Contextual Complexities. In Liu H, Dervin F, Du X, editors, Nordic-Chinese Intersections within Education. 1 ed. Palgrave Macmillan. 2019. p. 107-125. (Palgrave Studies on Chinese Education in a Global Perspective). https://doi.org/10.1007/978-3-030-28588-3_5