Education and State
In: Mirovaja ėkonomika i meždunarodnye otnošenija: MĖMO, Heft 10, S. 75-84
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In: Mirovaja ėkonomika i meždunarodnye otnošenija: MĖMO, Heft 10, S. 75-84
In: Critical social policy: a journal of theory and practice in social welfare, Band 11, S. 117-120
ISSN: 0261-0183
In: History of European ideas, Band 20, Heft 4-6, S. 739-744
ISSN: 0191-6599
In: History of European ideas, Band 20, Heft 4-6, S. 739-744
ISSN: 0191-6599
In: Education, Globalization and the Nation State, S. 29-51
In: Education, economy and society
In: Education, Globalization and the Nation State, S. 52-73
In: Journal of historical sociology, Band 16, Heft 2, S. 237-265
ISSN: 1467-6443
Abstract After WWII, Singapore launched decolonization and the state elites were under strong compulsion to blend the Chinese and other racial communities into a national whole. Chinese schools, equipping students with worldview and cultural‐linguistic abilities very different from those at other schools, hindered the completion of this task. The state elites sought to resolve this problem by replacing Chinese schools, but this policy antagonized the Chinese and undermined the legitimacy of the ruling regime. To pacify the Chinese, they switched to uphold Chinese schools as an integral and distinct category in the education system. This strategy, nevertheless, kept Chinese schools culturally compartmentalized and sacrificed the objective of promoting interracial integration. To rectify this situation, the ruling authorities sought to blunt the cultural distinctiveness of Chinese schools by strengthening Chinese teaching in English schools. However, this policy was not very successful, because the Malays – the adversary of the Chinese – resented it. This study demonstrates that state formation is a complicated project containing conflicting tasks, it reminds us state hegemonic strategies always bring about contradictory results and the connection between education and state formation is always dialectical.
In: New directions in the philosophy of education
Political methodology -- The critical citizen -- The individual, society and the problem of authority -- The institutional structure of education -- The interactional structure of education -- Federated disestablishment of education and state -- Internally democratic schooling.
In: Journal of Romanian Studies, Band 2, Heft 1, S. 35-58
ISSN: 2754-415X
In: Children & schools: a journal of the National Association of Social Workers, Band 36, Heft 3, S. 135-144
ISSN: 1545-682X
In: The latin americanist: TLA, Band 60, Heft 1, S. 139-159
ISSN: 1557-203X
Dedication -- Acknowledgments -- Contents -- Chapter 1: Introduction -- A Glimpse into the World of Itorero -- Ethnographic Spaces -- Paths of Inquiry -- Contemporary Research on Rwanda -- Leta: The Rwandan State -- Intore: The Model Rwandan Citizen -- Toward an Anthropology of Authoritarianism? -- Authoritarian Modes of Government as Modern-Day Governmentality -- Rationalities and Technologies: Tracing the Liberal in the Authoritarian -- Experiences of Exposure -- Looking Beyond the Self and the State -- Chapter Outline -- References