Suchergebnisse

Foreword -- Acknowledgements -- Introduction -- 1.Composing Dialectic of Enlightenment -- 2.Reviving Dialectic of Enlightenment -- 3.A North American Dialectic of Enlightenment -- 4.Dialectic of Enlightenment and Habermasian Revision -- 5.Dialectic of Enlightenment and the British New Left -- 6.Dialectic of Enlightenment and Postmodernism -- 7.Dialectic of Enlightenment and Cultural Studies -- 8.Dialectic of Enlightenment and Others: Postcolonialism and Feminism -- 9.Dialectic of Enlightenment's Future -- Conclusion -- Bibliography.

chapter Introduction -- part Part I: World-Class Practices -- chapter 1 A Constellational Approach to the Study of Elite Education -- chapter 2 Articulating the Sociology of Elite Education and Global Ethnography -- chapter 3 The Economy of Eliteness: Consuming Educational Advantage -- part Part II: Historical Forces -- chapter 4 The Caledonian School's Establishment: Empire, Nation, School -- chapter 5 The Caledonian School's Ascendancy: Authoritarianism, Populism, Post-Neoliberalism -- part Part III: Political Culture -- chapter 6 "Drunk on Capitalism": Teaching History to Rich Kids -- chapter 7 Moulding Plastic Liberalism: Political Discussion during an Election Year -- chapter 8 Winners Helping Losers: The Comforts of Service-Learning.

This essay is a reflection on Albert Camus's revival during the COVID-19 pandemic of the early 2020s. The popularity of Camus's novel, The Plague, is considered alongside his other writing as something that speaks to many throughout their lives. Such appraisal is interspersed with personal reflections on family life during pandemic lockdowns and the ways that Camus's thought resounds in our everyday selves. Written in two parts at different times – mainly in 2020 and with a 2023 afterthought – the essay critically acknowledges how Camus instructs us to live together with meaning and dignity in an age of catastrophe.

This study examines how a prestigious private school in Argentina has adapted to changing social and political circumstances. Such adaptations have ensured the school's ongoing role in educating of the nation's economic elite. Using historical and ethnographic research approaches, the study outlines how the school's liberalism allows it to appear "inclusively exclusive" while residing in a society that exhibits a post-neoliberal wariness of elites. Greater social-mindedness has inspired changes to the school curriculum that seek to reconnect globally-oriented students to their fellow citizens. But such changes also paradoxically reinforce an "economy of eliteness" that is increasingly valuable around the world.

This book charts new territory both theoretically and methodologically. Drawing on MacDougall's notion of social aesthetics, it explores the sensory dimensions of privilege through a global ethnography of elite schools. The various contributors to the volume draw on a range of theoretical perspectives from Lefebvre, Benjamin, Bourdieu, Appadurai, Kress and van Leeuwen to both broaden and critique MacDougall's original concept. They argue that within these elite schools there is a relationship between their 'complex sensory and aesthetic environments' and the construction of privilege within and beyond the school gates. Understanding the importance of the visual to ethnography, the social aesthetics of these elite schools are captured through the inclusion of a series of visual essays that complement the written accounts of the aesthetics of privilege. The collection also includes a series of vignettes that further explore the sensory dimension of these aesthetics: touch, taste-though metaphorically understood- sight and sound. These varying formats illustrate the aesthetic nature of social relations and the various ways in which class permeates the senses. The images from across the different schools and their surroundings immerse the reader in these worlds and provide poignant ethnographic data of the forces of globalisation within the context of elite schooling

This article argues for ventriloquism as a method of (post)qualitative inquiry for appropriating the voice of the Other and amplifying multi-voiced selves. Thinking with embodied figures, ventriloquism captures philosophical conceptions of the subject and object through the self and other. To sustain the existence of "abject" voices, we orient readers' attention to the creative feature of the "material dimension" through literary devices. The deliberate uses of bold italicized text and footnotes are one instance. We propose that the intention of ventriloquial writing is not to find something that exists in that lived experience, but to re-orient our thought to understand be(com)ing the Other within a liminal space. By refusing conventional methodologies, ventriloquism may serve as an ontological response to St. Pierre's (2021) call for experimenting and creating other "new forms of inquiry" (p. 7).