This series focuses on the politics of education in Asia, inquiring into the processes of education reforms in the region in ways that foreground issues of equity, access and power relations. The series especially welcomes contributions that document the complex and contradictory interactions among various education agents and agencies in Asia – ministries of education, state boards and agencies, schools, teachers and teacher unions, university departments of education, local interest groups, the media, international standards agencies and global educational reform discourses. In thus illuminating the multiple sites of conflict and contestation both between and within the state and these agents, such a collection highlights the ways in which struggles over education in the region continue to reflect struggles over visions of social order, the unequal distribution of knowledge and opportunities, and entrenched relations of power and social control.
Among the questions the book series pursues include:
What do emerging understandings of civil society in Asia tell us about the ability of states to hold on to a singular conception of legitimate knowledge?
What are the discursive spaces created by democratic movements and what is their potential for counter-hegemonic educational work?
What happens to "non-official", popular and/or traditional knowledges and cultures, how are these positioned (if at all) and what sites of resistance do they create?
What are the fields of power within which counter-hegemonic groups are working, what ideals and ideologies are they coalescing around and how does the state provide – or concede – spaces for some of these groups?
In a region marked by the brutal histories of colonialism, how are new waves of education reforms emanating from the West and supra-national organizations such as the OECD negotiated and appropriated?
Given the rising levels of education of its citizens and the democratization of new media, what tensions and challenges do states encounter in continuing to use the curriculum as a form of social control?
These research questions are framed by a larger interest in the politics of education in the region and will draw upon interdisciplinary analyses of history, cultural studies, political science, economics, gender studies, sociology, globalization studies, philosophy and epistemology.
By Will Brehm
March 30, 2021
Cambodia for Sale: Everyday Privatization in Education and Beyond details a post-conflict society that socializes children into a world of private rather than public goods. Despite the government's best efforts since the 1990s to re-constitute a functioning system of public services, life remains ...
Edited By Cheun Hoe Yow, Jingyi Qu
March 02, 2021
This edited volume examines the historical development of Chinese-medium schools from the British colonial era to recent decades of divergent development after the 1965 separation of Singapore and Malaysia. Educational institutions have been a crucial state apparatus in shaping the cultural ...
By Shuning Liu
April 07, 2020
This book examines the practices and effects of emerging international curriculum programs established by Chinese elite public high schools and supported by China’s New Curriculum Reform and the Chinese-Foreign Cooperation in Running Schools (CFCRS) policy. Drawing on critical theory, the book ...
Edited By Neriko Musha Doerr
March 05, 2020
This volume investigates the "global education effect"—the impact of global education initiatives on institutional and individual practices and perceptions—with a special focus on the dynamics of border construction, recognition, subversion, and erasure regarding "Japan". The Japanese government’s ...
By Sara Lam
November 20, 2019
This book examines the role of Teach For China in addressing educational equity and expanding public participation in education. The author uses the case of Teach For China to explore the broader theme of the mobility of education models between contexts characterized by neoliberalism and those ...