Recontextualising Race, Politics and Inequality in Transnational Knowledge Circulation: Biographical Resignifications

Autor/in	Windle, Joel
Titel	Recontextualising Race, Politics and Inequality in Transnational Knowledge Circulation: Biographical Resignifications
Quelle	In: Research in Comparative and International Education, 15 (2020) 3, S.291-304 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.1177/1745499920946202
Schlagwörter	Social Differences; Criticism; Ethnography; Power Structure; Global Approach; Teaching Methods; Multiple Literacies; Epistemology; Social Justice; Racial Differences; Indigenous Knowledge; Foreign Countries; Equal Education; Foreign Policy; Creativity; Neoliberalism; Books; Social Structure; Political Influences; Researchers; Education Work Relationship; Employment; Brazil; Australia + Suchen Sie Ihr Suchwort? Sozialer Unterschied; Kritik; Ethnografie; Globales Denken; Teaching method; Lehrmethode; Unterrichtsmethode; Erkenntnistheorie; Soziale Gerechtigkeit; Rassenunterschied; Ausland; Außenpolitik; Kreativität; Neo-liberalism; Neoliberalismus; Book; Buch; Monographie; Monografie; Sozialstruktur; Political influence; Politischer Einfluss; Researcher; Forscher; Dienstverhältnis; Brasilien; Australien
Abstract	This article examines shifts in the meaning and relevance of institutionalised knowledge about social inequalities as it circulates globally. In so doing, it contributes to research critiquing an unequal geopolitics of knowledge that grants greatest authority to theories produced in the global north (Connell, 2007; Mignolo, 2003). I discuss the resignification of globally circulating texts in terms of their entextualisation and reflect on my own role in this process through an auto-ethnographic narrative. I focus on two widely circulating texts that explicitly deal with questions of social power and globalisation: 'On the cunning of imperialist reason' (Bourdieu and Wacquant, 1999) and 'A pedagogy of multiliteracies' (The New London Group, 1996). Examination of their re-entextualisation in Brazil points to the need to bring to bear additional epistemological resources attuned to social and political struggles in order to address the racial inequalities that have come to be at the forefront of my own scholarly concerns. The article concludes by suggesting ways of engaging with globally circulating knowledge through the incorporation of knowledge produced by local struggles and emerging from everyday categories, giving the example of possible uses of the Brazilian concept of gambiarra. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01