NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1018621
Record Type: Journal
Publication Date: 2013
Pages: 14
Abstractor: As Provided
Reference Count: 56
ISBN: N/A
ISSN: ISSN-1474-9041
The Assembling of Schooling: Discussing Concepts and Models for Understanding the Historical Production of Modern Schooling
Dussel, Ines
European Educational Research Journal, v12 n2 p176-189 2013
Several notions have been proposed to understand the specificity of schooling and its persistence across time and space, despite several attempts to reform it. In this article, the author analyses more closely the notions of the "grammar of schooling", "forme scolaire", and "school organisational culture". These notions have also been used to address the global expansion of schooling and the adoption of similar structures and visions, in a process coterminous with westernisation and colonialism. The author reads the three of them together and analyses with some detail what they say about schooling as well as some of their blind spots. She then presents two alternatives to what she perceives to be their shortcomings: first, a historical and anthropological approach to school culture; and second, Bruno Latour's notion of networks and assemblages. While the two of them are not exclusive of each other, they have tended to grow different intellectual projects that are discussed here. While acknowledging that theorising might be a risky project, the author argues that researchers have a lot to gain from navigating these turbulent waters, producing a grounded, local theory that illuminates the "more than one, less than many" configurations of schooling.
Symposium Journals. P.O. Box 204, Didcot, Oxford, OX11 9ZQ, UK. Tel: +44-1235-818-062; Fax: +44-1235-817-275; e-mail: subscriptions@symposium-journals.co.uk; Web site: http://www.wwwords.co.uk/eerj
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A