Cognitive Praxis in Today's "International Education" Movement: A Case Study of Intents and AffinitiesTheory and Research in Social Education
PublisherNational Council for the Social Studies
AbstractWe report a qualitative case study of interpretive activity inside the current wave of the “international education” movement in U.S. schools. We used a sociological framework to examine how competing interpretations are mobilized in relation to one another and to the urgent discourses of Globalization and Terror. Data were gathered in interviews of a sample of movement intellectuals—activists positioned between powerbrokers and school practitioners. We found a diverse set of interpretations that were spread across a two-dimensional framework with four quadrants: intent (civic and enterprise) and affinity (national and global). We conclude that the cognitive praxis of this sample extends prior patterns—it is plural and contentious, and national security plays a central role. Within these tendencies, however, are features unique to the current wave. We end with implications for the social studies field.
Citation InformationParker, W. C., & Camicia, S. P. (2009). Cognitive praxis in today's "international education" movement: Intents and affinities. Theory and Research in Social Education, 37(1), 42-74.