http://nova.newcastle.edu.au/vital/access/services/Feed ${session.getAttribute("locale")} 5 http://nova.newcastle.edu.au/vital/access/manager/Repository/uon:8844 This analysis is set in the context of Immanuel Wallerstein’s work on the structures of knowledge, in particular the place of the social sciences past and present, and the potential contribution of a more integrated approach (historical social science) to the broader political project of building a more democratic, equal and just world-system. Our analysis finds that knowledge in the social science subjects tended to be treated in only a mildly problematic way, with moderate outcomes in terms of its connection to students’ lives and cultural backgrounds, and its authentic application, despite substantial attention to such characteristics of curriculum content, evident in the evolution of the History curriculum. Further we find that outcomes on these measures are substantially stronger in primary rather than secondary classrooms. We conclude by arguing that social science teachers’ meaningful engagement with the Quality Teaching framework, as part of a significant, system-wide pedagogical reform initiative, is contingent on their re-thinking the nature of their subject knowledge and its treatment in their teaching. Further, we argue that seen through the lens of Wallerstein’s world-systems theorising, this strengthens the case for the type of pedagogical work reported here to support curricular reforms in the social sciences and contribute to students’ complex understandings of their world. 2013-03-01T04:30:04.875Z ]]> http://nova.newcastle.edu.au/vital/access/manager/Repository/uon:11107 The concept of a global-local dialectic framing comparative educational research, and recently of adopting the concept of 'educational transfer' to understand the associated flows of travelling policies and reforms, are important innovations in the field of comparative research. They facilitate deep exploration of the ways in which educational policies are disseminated, received and implemented, on multiple levels of scale. A key feature of these innovations is the explicit intent to overcome methodological nationalism in comparative research. This paper takes this concern as its starting point to consider the nature and value of world systems analysis as a framework tor such comparative research, emphasising its potential to achieve these goals in distinctive ways. Drawing on Immanuel Wallerstein's theorising, it is argued that this is the framework for our times, requiring historical analyses, and contemporary action, linked to the political quest for a more just, equal and democratic world-system. 2012-07-18T22:40:05.127Z ]]> http://nova.newcastle.edu.au/vital/access/manager/Repository/uon:11106 Desde los años 70 el reconocido intelectual Immanuel Wallerstein ha desarrollado el análisis sistema-mundo como un ‘movimiento del conocimiento’. Este movimiento pretende impensar o repensar las ciencias sociales y sus formas de saber hacia una concepción unidisciplinaria del conocimiento que contribuye explícitamente a un proyecto político y moral para un sistemamundo más igual, más justo, y más democrático. En el presente trabajo se examinan dos tendencias actuales de la investigación educacional: la ‘dialéctica global-local’ y la ‘transferencia educacional,’ como formas para estudiar y entender las reformas educativas que estamos implementando. De esta manera se pretende identificar las ventajas del análisis sistema-mundo como un enfoque alternativo bien preparado para investigar y entender la educación que tenemos,la que queremos, y cómo podemos avanzar para realizarla. 2012-07-18T07:20:02.478Z ]]> http://nova.newcastle.edu.au/vital/access/manager/Repository/uon:2801 Research Doctorate - Doctor of Philosophy (PhD) 2011-12-19T23:00:02.485Z ]]> http://nova.newcastle.edu.au/vital/access/manager/Repository/uon:9299 Since the 1970s, using his world-systems analysis, Immanuel Wallerstein has developed a wide-ranging framework for the social sciences, with potential applications for comparative educational research. In this paper we outline key aspects of Wallerstein’s theorising, and then analyse the uptake, understandings, and applications of his analysis in the field of comparative and international education, through a case study of the Comparative Education Review (CER) journal from 1980 to 2008. This paper examines how, and how widely, his analysis has been adopted and interpreted. Our analysis highlights significant and—given the broader emphasis in comparative education on questions of education and development—surprising absences in the application of this approach. We conclude by arguing for the use and development of three critical features of his analysis in comparative work, as relevant and timely interventions in the field. 2011-11-09T22:50:04.825Z ]]> http://nova.newcastle.edu.au/vital/access/manager/Repository/uon:5952 This paper begins by connecting cosmopolitanism to notions of universal and particular knowledge in contemporary conditions. Drawing on the work of Immanuel Wallerstein, we then outline a world-systems approach to knowledge. This approach focuses on the capacity of epistemological structures to either reinforce existing inequalities or produce more egalitarian ways of being. This work centres on links between constructions of universal knowledge and the ways in which their articulation has historically underpinned the inequalities of our current world-system. Through a brief review of work in comparative education elaborating a world culture of education, we argue that like cosmopolitanism, this approach inadequately engages with the historical and political angle of a world-systems approach. We conclude by arguing for world-systems comparative research that maintains a focus on the role of knowledge in the world-system, and how such knowledge may contribute to a more just, equal and democratic world-system. 2010-09-27T06:20:03.123Z ]]>