Titlebook: Disassembling and Decolonizing School in the Pacific; A Genealogy from Mic David W. Kupferman Book 2013 Springer Science+Business Media Dor

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Book 2013so gone unnoticed and unchallenged. By interrogating the processes of normalization and governmentality that circulate and operate through schooling in the region through the deployment of Foucaultian conceptions of power, knowledge, and subjectivity, this work destabilizes conventional notions of s

錫箔紙

Inscrutable

Introduction: Where Do We Go from Here?,slands of Micronesia, a process I argue is the product not of some distant past, but rather of the present; and what the effects of that normalization are in terms of the construction of schooling subjects (such as the student, the teacher, and the child/parent/family) in addition to larger issues o

Subdue

Theory, Power, and the Pacific,rates through schooling in the greater Pacific. Taking as my starting point that Micronesia as a concept is a colonial construct that displaces local perceptions of place and time, I trace how a theoretical approach to the region can in fact “deform” and then “reform” (in Deleuzean terms) what Micro

Subdue

他姓手中拿著

Power and Pantaloons: The Case of Lee Boo and the Normalizing of the Student,n exchange between Palauans and English sailors who had shipwrecked earlier on a nearby island. Dressed as the ideal Enlightenment scholar, the Lee Boo statue and the historical narrative that has developed around him serve as both a figuration of the normalization of western schooling in Palau and

巨頭

Certifiably Qualified: Corps, College, and the Construction of the Teacher,the various ways in which local conceptions of teachers and teaching are foreclosed upon, and ultimately wronged (in Lyotard’s terms), by the legitimation of a class of largely expatriate American volunteers. I trace the current phenomenon of 20-something US college graduates constructed as “real” t

先鋒派

The Mother and Child Reunion: Governing the Family,passage is already a normalized feature of the narratives of the benevolence and ontological nature of schooling at work in the region. This chapter is concerned with the ways in which this normalizing discourse operates at the levels of the child, parent, and family as schooling subjects. Here I tr