TY - CHAP
T1 - Beyond Comparative Methods in Research on Transnational Education Cooperation
T2 - A Proposed Theoretical Model for Examining Contextual Complexities
AU - Li, Jin Hui
PY - 2019
Y1 - 2019
N2 - 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.”
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.”
KW - Contextual Complexities
KW - subjectivities’ formation
KW - transnational education
KW - Nordic states
KW - China
KW - translocal governmentality
U2 - 10.1007/978-3-030-28588-3_5
DO - 10.1007/978-3-030-28588-3_5
M3 - Book chapter
SN - 978-3-030-28587-6
T3 - Palgrave Studies on Chinese Education in a Global Perspective
SP - 107
EP - 125
BT - Nordic-Chinese Intersections within Education
A2 - Liu, Haiqin
A2 - Dervin, Fred
A2 - Du, Xiangyun
PB - Palgrave Macmillan
ER -