Rediscovering post-socialism in comparative education

Research output: Contribution to journalArticle

23 Citations (Scopus)

Abstract

The study of (post)socialism has always had a complicated relationship with comparative education. Tracing the changing emphases of research on (post)socialism during and after the Cold War, this chapter highlights how (post)socialist studies moved from being highly politicized during the Cold War, to becoming subsumed by convergence and modernization theories after the collapse of the socialist bloc, to reemerging as a part of broader "post" philosophies reflecting the uncertainties and contradictions of social life. This chapter proposes to treat post-socialism not only as a geographic area, but also as a conceptual category that allows us to engage in theorizing divergence, difference, and uncertainty in the context of globalization. It is a space from which we can further complicate (not clarify) our understanding of ongoing reconfigurations of educational spaces in a global context, and ultimately challenge the evolutionary scheme of thought and established concepts of Western modernity. For comparative education and social theory more broadly, post-socialism can thus become a challenge (or an agenda) for future debates - whether theoretical or methodological - about global processes and their multiple effects on education and societies today, in the past, and in the future.

Original languageEnglish (US)
Pages (from-to)1-24
Number of pages24
JournalInternational Perspectives on Education and Society
Volume14
DOIs
StatePublished - 2010
Externally publishedYes

Fingerprint

comparative education
socialism
cold war
convergence theory
uncertainty
modernization theory
divergence
modernity
globalization
society
education

ASJC Scopus subject areas

  • Education
  • Sociology and Political Science

Cite this

Rediscovering post-socialism in comparative education. / McGurty, Iveta.

In: International Perspectives on Education and Society, Vol. 14, 2010, p. 1-24.

Research output: Contribution to journalArticle

@article{0833d7f626cc40cc8108956c6d887709,
title = "Rediscovering post-socialism in comparative education",
abstract = "The study of (post)socialism has always had a complicated relationship with comparative education. Tracing the changing emphases of research on (post)socialism during and after the Cold War, this chapter highlights how (post)socialist studies moved from being highly politicized during the Cold War, to becoming subsumed by convergence and modernization theories after the collapse of the socialist bloc, to reemerging as a part of broader {"}post{"} philosophies reflecting the uncertainties and contradictions of social life. This chapter proposes to treat post-socialism not only as a geographic area, but also as a conceptual category that allows us to engage in theorizing divergence, difference, and uncertainty in the context of globalization. It is a space from which we can further complicate (not clarify) our understanding of ongoing reconfigurations of educational spaces in a global context, and ultimately challenge the evolutionary scheme of thought and established concepts of Western modernity. For comparative education and social theory more broadly, post-socialism can thus become a challenge (or an agenda) for future debates - whether theoretical or methodological - about global processes and their multiple effects on education and societies today, in the past, and in the future.",
author = "Iveta McGurty",
year = "2010",
doi = "10.1108/S1479-3679(2010)0000014004",
language = "English (US)",
volume = "14",
pages = "1--24",
journal = "International Perspectives on Education and Society",
issn = "1479-3679",
publisher = "JAI Press",

}

TY - JOUR

T1 - Rediscovering post-socialism in comparative education

AU - McGurty, Iveta

PY - 2010

Y1 - 2010

N2 - The study of (post)socialism has always had a complicated relationship with comparative education. Tracing the changing emphases of research on (post)socialism during and after the Cold War, this chapter highlights how (post)socialist studies moved from being highly politicized during the Cold War, to becoming subsumed by convergence and modernization theories after the collapse of the socialist bloc, to reemerging as a part of broader "post" philosophies reflecting the uncertainties and contradictions of social life. This chapter proposes to treat post-socialism not only as a geographic area, but also as a conceptual category that allows us to engage in theorizing divergence, difference, and uncertainty in the context of globalization. It is a space from which we can further complicate (not clarify) our understanding of ongoing reconfigurations of educational spaces in a global context, and ultimately challenge the evolutionary scheme of thought and established concepts of Western modernity. For comparative education and social theory more broadly, post-socialism can thus become a challenge (or an agenda) for future debates - whether theoretical or methodological - about global processes and their multiple effects on education and societies today, in the past, and in the future.

AB - The study of (post)socialism has always had a complicated relationship with comparative education. Tracing the changing emphases of research on (post)socialism during and after the Cold War, this chapter highlights how (post)socialist studies moved from being highly politicized during the Cold War, to becoming subsumed by convergence and modernization theories after the collapse of the socialist bloc, to reemerging as a part of broader "post" philosophies reflecting the uncertainties and contradictions of social life. This chapter proposes to treat post-socialism not only as a geographic area, but also as a conceptual category that allows us to engage in theorizing divergence, difference, and uncertainty in the context of globalization. It is a space from which we can further complicate (not clarify) our understanding of ongoing reconfigurations of educational spaces in a global context, and ultimately challenge the evolutionary scheme of thought and established concepts of Western modernity. For comparative education and social theory more broadly, post-socialism can thus become a challenge (or an agenda) for future debates - whether theoretical or methodological - about global processes and their multiple effects on education and societies today, in the past, and in the future.

UR - http://www.scopus.com/inward/record.url?scp=82455256538&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=82455256538&partnerID=8YFLogxK

U2 - 10.1108/S1479-3679(2010)0000014004

DO - 10.1108/S1479-3679(2010)0000014004

M3 - Article

AN - SCOPUS:82455256538

VL - 14

SP - 1

EP - 24

JO - International Perspectives on Education and Society

JF - International Perspectives on Education and Society

SN - 1479-3679

ER -