Abstract
The title of this book “The State, Schooling and Identity: Diversifying Education in Europe” cuts into the complexities of current educational endeavors. It does so by concentrating on European experiences in a series of three volumes, titled “Education Dialogues with/in the global south” edited by Carol Reid and Jae Major. Seen from the perspective of the “global south”, Europe is part of the global north. More so, in terms of power issues related to school systems, Europe has been the constitutive context for the underlying model of modern schooling, which from the viewpoint of the “global south” is seen through critical perspectives. Of course, the issue at stake is not merely a geographical one. European minorities are also influenced by the southern theorizing (Connell 2007), pointing out instances of social marginalization or inequality related to dominant forms of schooling. Even in the welfare states of the Nordic countries, culturally responsive educational diversifications can appear as means for challenging forms of subjugation through school systems. As editors, we have not imposed any particular theoretical frame for the contributors. Instead, we asked for reflections from settings we thought would be of interest to those following the global education discourse with regard to cultural identities and social inequalities.
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Notes
- 1.
Therborn distinguished four patterns of modernization: (1) European; (2) New World pattern (primarily Americas); (3) Colonial Zone stretching from Northwestern Africa to Papua New Guinea and South Pacific, as well as those parts of the New world were indigenous populations managed to survive; (4) Externally induced modernization (Japan and Russia from the eighteenth century onward) challenged by new imperial powers of Europe and America.
- 2.
Those being: (1) surveillance, meaning control of information and social supervision, commonly associated with in global terms nation-states, especially when connected to other dimensions, namely (2) military power, meaning control of the means of violence in the context of the industrialization of the war, (3) industrialism, meaning transformation of nature and the development of artificial environments, (4) capitalism, with focus on capital accumulation in the context of competitive markets.
- 3.
European university probably drew also upon preceding learned experiences around the Mediterranean, and in contacts between the surrounding literary civilizations. The medieval university, however, was original in ways it became related to societal development. From the point of view of Christian–Muslim dialogue, Islamic influences for European university have been argued by pointing to organizational affinities across the historical forms in educational arrangements (e.g. Alatas 2006). Byzantine history would point to the year 425, when Theodosius II reorganized the imperial traditions in promoting higher learning, the name “pandidakterion” (Πανδιδακτήριον) points to ample areas of knowledge and teaching in this institution, which developed for centuries as linked with the imperial court and channeled access to offices of importance (Garsoian 1985; Markopoulos 2008). With the decline of the Byzantine Empire, the latter institution lost significance. Observing the Eastern frontier of Western Europe, we should, however, credit the learned center of Constantinople as it, after A.D. 860, with the help of missionary students Cyril and Methodius seeded the Cyrillic alphabet and translation of the liturgy to Slavic peoples.
- 4.
See Benedict Anderson’s (1991, 201) comment on the nationalist significance of the “pedagogical industry” in the USA, in purporting remembrance of the conflict of 1861–1865 as civil war and forgetting it as war between two sovereign nation-states, which they briefly were. Had the war ended in maintaining the independence of Confederacy, schooling would have most likely contributed to the forgetting of the conflict as civil war.
- 5.
- 6.
In July 2015, US State department listed 195 independent states in the world. http://www.state.gov/s/inr/rls/4250.htm
After the update in 2011, the organization of United Nations had 193 members. http://www.un.org/en/members/growth.shtml
European Union has 28 member states after accession of Croatia in 2013.
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Kantasalmi, K., Holm, G. (2017). Introducing the Complexity of Educational Diversification. In: Kantasalmi, K., Holm, G. (eds) The State, Schooling and Identity. Education Dialogues with/in the Global South. Palgrave Macmillan, Singapore. https://doi.org/10.1007/978-981-10-1515-1_1
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