Scholars often use Critical Race Theory (CRT) and Bourdieusian analyses with the aim of studying inequities in education. Despite their usefulness and popularity, a theoretical discourse between the two frameworks has not yet transpired and the two are sometimes constructed as incompatible, if not at odds. The argument in this essay is three-fold:…

It is challenging to define who Michel Foucault was, whether he was a theorist, a philosopher, a historian, or a critic. In many of his books, and essays, Foucault denied being a philosopher or a theorist, nor did he want to be called a writer or a prophet. He described himself as an experimenter by saying that his work simply consists of…

Social class inequality is deeply rooted in our society. All spheres of life are subjected to this disparity even educational institutions are no exception. Different sociologists have explored underlying factors behind this phenomenon. One of the most prominent figures among these is Karl Marx who believed that between the two classes (ruling and…

The historical origins and development of comprehensive schooling have seldom been analyzed systematically and comparatively. However, there is a rich comparative and historically grounded literature on the development of welfare states, which focuses on many relevant policies, but ignores the education system. In particular, the power resources…

This article traces the emergence of the world culture theory in comparative education using critical discourse analysis. By chronicling the emergence and expansion of world culture theory over the past four decades, we highlight the (unintended) limitations and exclusive regimes of thought that have resulted. We argue that the theory's…

The economic downturn has caused governments to reassess levels of resilience and adaptability in the face of new challenges. There has been increased focus on the higher education sector, which has been blamed for developing graduates whose skills do not meet the needs of the economy. The author explores a framework to interpret and understand…

This paper poses methodological questions about the role and limits of Foucault's concept of governmentality in education research. Firstly, it argues for the utility of governmentality as a means of exploring questions of power regardless of domain or scale. Secondly, it explores the boundary between the tasks of formulating critique and…

This paper aims to critique and develop neo-Vygotskian work in mathematics education from (i) within the Vygotskian and activity theoretic tradition, and where necessary from (ii) a Bourdieusian perspective. First, I critique Roth and Radford's (2011) version of Cultural-historical Activity Theory, suggesting that a classroom episode presented as…

As critical pedagogy becomes more mainstream on the educational landscape in the United States, it is important to revisit the original tenets of critical pedagogy and explore their current manifestations. Since the beginning of "criticalism" from the theoretical/foundational work of the Frankfurt School of Critical Social Theory,…

The objective of this essay is to propose critical realism as a philosophical middle way between two sets of ontological, epistemological, and methodological assumptions regarding learner needs. Key concepts of critical realism, a tradition in the philosophy of science, are introduced and applied toward an analysis of learner needs, resulting in…

This paper examines the pedagogical implications of the Occupy Movement from a Latin American decolonial theoretical perspective. Central to this analysis is a geo-political understanding of the ways in which capital and coloniality are historically "entangled." Building upon the notion of a "neoliberal revolution" advanced by various Marxist…

Thayer-Bacon uses this opportunity to further explore Ranciere's ideas concerning equality as described in "The Ignorant Schoolmaster" and their connection to democracy, as he explains in "Hatred of Democracy". For Ranciere, intelligence and equality are synonymous terms, just as reason and will are synonymous terms. Ranciere recommends the only…

This paper argues by way of analogy that the psychological descriptors of "masochist" and "sadist", a person who submits or dominates, respectively can aptly describe many aspects of the power relationships teachers and students experience within institutions of public education. Teachers operate in an often ethically contradictory position, torn…

This article explores the development and effects of Swedish post-war policies on the emergence of a research base for teacher education. From 2001 onwards, it is possible to undertake research and postgraduate studies within teacher education in Sweden, which prior to the 2001 reform was not possible. The article draws on a variety of frameworks…

Postmodernism has many inferences that can be applied to the theory and practice of higher educational administration. Today, in higher education administrators are continuously focused on strategies that will ensure the future of minority educational institutions. As a result postmodernism is an important factor in the future of higher…