Ninnes, Peter and Mehta, Sonia (eds). 2004. Re-Imagining Comparative Education: Postfoundational ideas and applications for critical times.

 

Routledge: New York. 288 pp. + xiii.  ISBN 0 415 94817 7

 

Contents

 

Introduction: Re-imagining comparative education. Peter Ninnes and Sonia

Mehta

1.    A meander through the maze: Comparative education and postfoundational studies.

       (Peter Ninnes and Sonia Mehta)

2.    'Post' cards from a pedagogical edge. (Sonia Mehta.)

3.    Critical discourse analysis and comparative education. (Peter Ninnes)

4.    Deconstructing educational discourse in Kiribati: Postcolonial encounters. (Greg Burnett)

5.    State, education and citizenship discourses and the construction of gendered identities

       in Pakistan. (Muhammed Ayaz Naseem)

6.    Native speaker discourses: Power and resistance in postcolonial teaching of English to speakers

       of other languages. (Nhuzat Amin and Ryuko Kubota)

7.    Making the twenty-first century quality teacher: A post-foundational comparative approach.

       (Marianne Larsen)

8.    Power and knowledge in comparative perspective: The Lysenko affair.

        (William deJong-Lambert)

9.    School photographs as tension: Reflections about using photographs in comparative educational

       research. (Gustavo Fischman and Gabriela Cruder)

10.   Postcolonial theory in and for comparative education (Peter Ninnes and Greg Burnett)

11.   A postcolonial rereading of the contemporary internationalization movement of Japanese

        education: The construction of 揓apaneseness? in a globalized world. (Yoko Mochizuki)

12.    Third space/identity montage and international adult educators. (Leona M. English)

13.    Post-development studies and comparative education. (Jonathan Makuwira & Peter Ninnes)

14.    Mapping diverse perspectives on school decentralization: The global debate and the case of

        Argentina (Jorge M. Gorostiaga and Rolland G. Paulston)