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Cognitive Praxis in Today's "International Education" Movement: A Case Study of Intents and Affinities
Theory and Research in Social Education
  • W. C. Parker
  • Steve P. Camicia, Utah State University
Document Type
National Council for the Social Studies
Publication Date
We 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.
Originally published by the National Council for the Social Studies. Publisher's PDF available through remote link via the University of Washington, College of Education. Must click on corresponding publication.
Citation Information
Parker, 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.