Empire: An Analytical Category for Educational Research
Abstract
In this article Roland Sintos Coloma argues for the relevance of empire as an analytical category in educational research. He points out the silence in mainstream studies of education on the subject of empire, the various interpretive approaches to deploying empire as an analytic, and the importance of indigeneity in research on empire and education. Coloma examines three award‐winning books, Lawrence Cremin's The Transformation of the School: Progressivism in American Education, 1876–1957, John Willinsky's Learning to Divide the World: Education at Empire's End, and David Wallace Adams's Education for Extinction: American Indians and the Boarding School Experience, 1875–1928, in order to delineate the heuristic spectrum of the use of empire in educational research. These texts are put in conversation with the interdisciplinary fields of American, postcolonial, race/ethnic, and indigenous studies where questions of empire have received considerable attention. Ultimately, mobilizing empire as an analytical category will enable researchers, policymakers, and educators to establish new connections and dispute long‐standing views about discursive, structural, and affective dynamics at local, national, and global levels.
Number of times cited: 9
- Stephanie Curley, Jeong-eun Rhee, Binaya Subedi and Sharon Subreenduth, Activism as/in/for Global Citizenship: Putting Un-Learning to Work Towards Educating the Future, The Palgrave Handbook of Global Citizenship and Education, 10.1057/978-1-137-59733-5_37, (589-606), (2018).
- Donald Warren and Charles Tesconi, History, Pending, Educational Studies, 54, 1, (37), (2018).
- Roland Sintos Coloma, “We are here because you were there”: On curriculum, empire, and global migration, Curriculum Inquiry, 47, 1, (92), (2017).
- Edgar Forster, Local Histories and Global Designs in International Education, Educational Studies, 52, 5, (395), (2016).
- Dolores Calderon, Moving from Damage‐Centered Research through Unsettling Reflexivity, Anthropology & Education Quarterly, 47, 1, (5-24), (2016).
- Sharon Stein and Vanessa de Oliveira Andreotti, Postcolonial Insights for Engaging Difference in Educational Approaches to Social Justice and Citizenship, The Palgrave International Handbook of Education for Citizenship and Social Justice, 10.1057/978-1-137-51507-0_11, (229-245), (2016).
- Dolores Calderon, Uncovering Settler Grammars in Curriculum, Educational Studies, 50, 4, (313), (2014).
- Jeong-eun Rhee and Binaya Subedi, Colonizing and Decolonizing Projects of Re/Covering Spirituality, Educational Studies, 50, 4, (339), (2014).
- Keita Takayama, Beyond Comforting Histories: The Colonial/Imperial Entanglements of the International Institute, Paul Monroe, and Isaac L. Kandel at Teachers College, Columbia University, Comparative Education Review, 10.1086/699924, (000-000), (2018).
