Theorising globalisation and pedagogy: the totally unacceptable 'other'

Martin, G

Theorising globalisation and pedagogy: the totally unacceptable 'other'

Martin, G

Permalink

Publisher:: Routledge
Publication Type:: Journal Article
Citation:: Discourse: studies in the cultural politics of education, 2010, 31 (1), pp. 137 - 148
Issue Date:: 2010-01

Closed Access

	Filename	Description	Size
	2009002213OK.pdf		140.06 kB	Adobe PDF	View/Open

Copyright Clearance Process

Recently Added
In Progress
Closed Access

This item is closed access and not available.

Full metadata record

Field	Value	Language
dc.contributor.author	Martin, G	en_US
dc.date.issued	2010-01	en_US
dc.identifier.citation	Discourse: studies in the cultural politics of education, 2010, 31 (1), pp. 137 - 148	en_US
dc.identifier.issn	0159-6306	en_US
dc.identifier.uri	http://hdl.handle.net/10453/15905
dc.description.abstract	Since the collapse of the former Soviet Union and the degenerated workers states of Eastern Europe, there has been a plethora of must-read `expert opinion reports, articles, and books on the ill-defined topic of globalisation. With the winds of economic and discursive restructuring billowing in their sails, many academics on the educational left have been quick to cut themselves free from the moorings of foundational truths and imperial consequences. Travelling swiftly along cultural currents interpreted as evidence of liberatory mobility, these academics engage with intimate and fashionable `readings of post-industrial and post-development societies. Such fleet-footed scholars eschew what they claim to be the absurdities of big theory in favour of practices of hybridity, nomadism and fluidity. As the Marxist literary critic Terry Eagleton (2003) writes,	en_US
dc.publisher	Routledge	en_US
dc.relation.ispartof	Discourse: studies in the cultural politics of education	en_US
dc.relation.isbasedon	10.1080/01596300903465476	en_US
dc.subject.classification	Education	en_US
dc.title	Theorising globalisation and pedagogy: the totally unacceptable 'other'	en_US
dc.type	Journal Article
utslib.citation.volume	1	en_US
utslib.citation.volume	31	en_US
utslib.for	160809 Sociology of Education	en_US
utslib.for	1606 Political Science	en_US
utslib.for	160806 Social Theory	en_US
utslib.for	13 Education	en_US
utslib.for	16 Studies in Human Society	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/e-Press
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Strength - SIC - Strengthening Indigenous Communities
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.issue	1	en_US
pubs.volume	31	en_US

Abstract:

Since the collapse of the former Soviet Union and the degenerated workers states of Eastern Europe, there has been a plethora of must-read `expert opinion reports, articles, and books on the ill-defined topic of globalisation. With the winds of economic and discursive restructuring billowing in their sails, many academics on the educational left have been quick to cut themselves free from the moorings of foundational truths and imperial consequences. Travelling swiftly along cultural currents interpreted as evidence of liberatory mobility, these academics engage with intimate and fashionable `readings of post-industrial and post-development societies. Such fleet-footed scholars eschew what they claim to be the absurdities of big theory in favour of practices of hybridity, nomadism and fluidity. As the Marxist literary critic Terry Eagleton (2003) writes,

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/15905