Their “cosmopolitan” experience of migration and diaspora can thus be viewed as one that is haunted by ghosts, while also producing forms of haunting that enact a politics and poetics of memory and translation. Particular attention is paid to how these artists alter and reconfigure the “Chineseness” of their originary “homeland” culture by creatively restaging it in the context of their new adopted “home.” In this way, “Chineseness” appears as a spectral entity that both haunts, and is haunted by, the work and identity of these diasporic Chinese artists. GAILE S.Maravillas examines a number of artists (Guan Wei, Ah Xian, Fan Dongwang, Shen Jaiwei and Guo Jian) who migrated from China to Australia in the late 1980s and early 1990s and shows how the work and identity of these artists may be situated in relation to a renewed cosmopolitan framework of understanding, one attuned to their transnational forms of imagining and living, as well as their particular local contexts of artmaking, exchange and appraisal. phantasmic revenge) by the black and white print spelling out their fates. This is exciting reading with something for everyone who seriously considers reform.' - Lynda Stone, Professor, University of North Carolina at Chapel HillĬHELSEA BAILEY Assistant Professor in the School of Education, New York UniversityīERNADETTE BAKER Assistant Professor in the Department of Curriculum and Instruction, University of Wisconsin-MadisonīETH BLUE SWADENER Professor in the Department of Curriculum and Instruction, Arizona State University amalgamation, or race-mixing the imagined embodiment of what these terms may. Engaging critical rhetorical fieldwork in the Mariana Islands archipelago, this article destabilizes colonial naming projects and US federal control that dispossess island places from Indigenous peoples. Central to all contributions are thematics and relations of governing and government, of care and welfare, of reason and knowledge, of freedom and control. Discourses, ideologies, research methodologies and theoretical perspectives are appropriately diverse in what amounts to a comprehensive reconceptualization of education's private-public realms.
'Editors and international colleagues, Bloch, Holmlund, Moqvist and Popkewitz present in this collection a rich smorgasbord of critical views of topics all too infrequently explored. Taken as a whole, the volume offers a fresh perspective on governmentality and the power/knowledge nexus unique in its ambition, it has the potential to revise thinking in all of the fields it addresses.' - sonya Michel, Professor of American Studies and History, University of Maryland, author of Children's Interests / Mothers' Rights: The Shaping of America's Child Care Policy The amalgamation of the modem and natural. By ranging across societies and over time, the articles map the impact of cross-cultural exchanges and trace the consolidation of global patterns of governance. the distinctions between the phantasmic vision of the Other and the scientific and institutional approaches. Using a variety of disciplinary approaches, the authors show convincingly how policymakers in all of these domains use children as a wedge issue in efforts to reform families and restructure welfare states. As a model of solidarity, this phantasmic relation of complete mutual.
'This collection performs important conceptual work by crossing and combining fields that are all too often kept apart: child studies, education, and social policy. This amalgamation of descriptors for Canada rings false, both in the context of.
'Through their new understanding of the embedded systems of cultural reasoning governing the state, this intellectual tool may influence social and educational policy and practice for decades.' - Louis F. Phantasmic Amalgamation’s spawned with Unstable Phantasma no longer spawn near the party members on a lower floor if there are party members on a higher floor. 'A rich and multidimensional portrait of the historical and actual forces that govern the child in various corners of today's world.' - Kenneth Hultqvist, Stockholm Institute of Education
0 kommentar(er)
