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Author:   Rosa Bruno-Jofré
Publisher:   University of Toronto Press
Imprint:   University of Toronto Press
Dimensions:   Width: 15.20cm , Height: 3.00cm , Length: 23.40cm
Weight:   0.740kg
ISBN:  

9781487505349

ISBN 10:   1487505345
Pages:   277
Publication Date:   08 July 2019
Audience:   College/higher education ,  Professional and scholarly ,  Tertiary & Higher Education ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   Manufactured on demand  
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Table of Contents

"Introduction: Problematizing 'Educationalization' Rosa Bruno-Jofré, Queen’s University Part One: Contesting Views of Processes of Educationalization at the Intersection with Christianity 1. The Dignity of Protestant Souls: Protestant Trajectories in the Educationalization of the World Daniel Tröhler, University of Vienna 2. Multiple Early Modernities and ""Educationalization"": Reframing the Confessional Debate on Education, Politics and Religion in Early Modern Europe Carlos Martínez Valle, Universidad Complutense de Madrid 3. Catholicism and ""Educationalization"" Rosa Bruno-Jofré, Queen’s University 4. Antigonish, or an ""Education that is not Educationalization"" Adam Josh Cole, Queen’s University Part Two: Catholicism, Spirituality, and Educationalization 5. Educationalization of the Modern World: The Case of the Loretto Sisters in British North America Elizabeth Smyth, University of Toronto 6. Women Religious’ New Educational Approaches in the Global South, 1968-80 Heidi MacDonald, University of New Brunswick 7. The Educationalization Process and the Roman Catholic Church in North America during the Long Nineteenth Century Joseph Stafford, Queen’s University 8. The Educationalization in the Spanish Second Republic and the Expulsion of the Jesuits from Spain in 1932 Jon Igelmo Zaldívar, Universidad Complutense de Madrid 9. Waldorf Education and the Educationalization of Spirituality in the Plural Context in Late Twentieth-century Spain Patricia Quiroga Uceda, Universidad Nacional de Educación a Distancia Part Three: Educationalization and the Right to Education/Schooling 10. Educationalization, Schooling, and the Right to Education Felicitas Acosta, Universidad General Sarmiento, Buenos Aires, Argentina Part Four: Educationalization and Democratic Spaces in the Digital Era 11. Educationalization as Technologization William Pinar, University of British Columbia 12. Countering Patterns of Educationalization: Creating Digital Tools for Critical Evidence-based Thinking Ana Jofré, SUNY Polytechnic, Utica Part Five: Educationalization as a Tool of Colonization and its Counter-dimension in Indigenous Educational Agendas: Limits and Possibilities 13. Educationalization in Canada: The Use of Native Teacher Education as a Tool of Decoloniality Bonita Uzoruo, Queen’s University 14. Indigeneity and Educationalization Chris Beeman, Brandon University 15. Capuchin Missions in Mapuche Territory: The Education of an Original People in Chile from 1880 to 1930 Sol Serrano, Pontificia Universidad Católica de Chile and Macarena Ponce de León, Pontificia Universidad Católica de Chile Concluding Analysis: Turning the Problem on its Head: Looking to New Critical Directions Adam Josh Cole, Queen’s University and Ian McKay, McMaster University List of Contributors Index"

Reviews

Educationalization and Its Complexities is a wonderful example of the pairing of academic rigour and artistic construction. The book makes a well-grounded and sophisticated contribution to not only the potential interpretative power of the concept of educationalization, but also to the consideration of its potential socio-political limitations. - Gonzalo Jover, Dean, Faculty of Education, Universidad Complutense de Madrid Educationalization is often used as a critical concept, denoting the tendencies of modern societies to assign responsibilities to public schools that are not being adequately addressed by other institutions. However, the same concept can be read in a more positive way, denoting the growing recognition that many vexed social problems have an unavoidably educational dimension. This impressive collection of authors largely takes the latter view and the result is a conversation about the meaning and purpose of education from both historical and contemporary perspectives, ranging from Capuchin missionaries in Chile in the nineteenth century to the impact of modern digital technologies. - Nicholas C. Burbules, University of Illinois, Urbana-Champaign This book is an outstanding exposition on the ways in which responsibility for social problems that originate in other social spheres are assigned to formal schooling. It should be read with profit by those who are actors on today's political and educational stage and by those who, as historians of education, wish to gain insights on how their work may contribute to contemporary debates. - Tom O'Donoghue, Graduate School of Education, The University of Western Australia

Author Information

Rosa Bruno-Jofré is a professor in the Faculty of Education cross-appointed to the Department of History at Queen's University and a Fellow of the Royal Society of Canada in the Humanities and Social Sciences.

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