Contexts for Becoming and Belonging
Edited By Mere Berryman, Ann Nevin, Suzanne SooHoo and Therese Ford
Education has always been about being, becoming and belonging. But shadowing these pregnant gerunds and verbs across time and space have been the questions: Being, becoming and belonging for what purpose and in whose interest? Who are we? What are we becoming? And to whom and to what will we belong? Across the United States and throughout much of the global educational establishment there exists a deep and technocratic undercurrent running beneath the field of teacher education, demonstrably affecting the most significant public spaces where the subjectivities—the being, becoming and belonging—of our citizens are fashioned: our schools. Much of this has to do with what sociologist William Robinson (2015) has described as the rise of transnational state apparatuses and supranational and transnational institutions that have been renovating and restructuring capitalist globalization in the face of the crisis of 20th nation-state capitalism, leaving in their wake disturbing new instantiations of transnational class inequalities, wars on drugs and terrorism, the criminalization of immigrants from the south and a clamping down on social movements formed by fractions of today’s dispossessed humanity, particularly those fueled by youth resisting what Henry Giroux and Brad Evans has called ‘disposable futures” (Giroux and Evans, 2015; Giroux, 2012). The ideological and cultural changes that have accompanied such economic restructuring by the transnational capitalist class have led to new opportunities for capitalists to open up hitherto untapped sites for surplus capital and social control, including our public educational system, worth billions...
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