Allan Luke

Allan Luke

“You’re wrong, because I understand this.” “I am a child.”

place/standpoint/blending place/mixing place/ but also a standing place, place of tears, layers of colonization.

How well does policy cross borders? Across systems, nations, places?

transnational management of ed -- risk management, quality, market . . .

“square 1 considerations” include broad, complex issues and questions.

Narrative scenario planning -- not narrow managerial science

critique is posited as unproductive and unscientific, and the one who raises it is not a real player

transnational standardization/export of standards

needed: a cultural science of ed. “A mediative” science.

border issue: does reform flow inside out, or outside in?

There are many forms of childhood, schooling, knowledge, etc. Yes! The standardization of everything depends on aggressive normativization. (That’s me, not Luke.)

codification as one way, not the only or best way.

Note: This talk reminds me of Willinsky’s Learning to Divide the World

The idea of a “world-class” education, same everywhere. Equity is offered as a logic for standardization.

So, the power of the bodies adjudicating standards increases.

Case 1 -- early childhood ed standards. NM Conchiti Pueblo Indians. Fuller, Standardized Childhood. Warrant = early intervention can prevent later problems. So all minorities are able to be seen as at risk.

Romero-Little (researcher): Epistemology, constructions of childhood, spirituality, language -- all co-embedded in early childhood ed in Pueblo community. Calls for congruent cultural knowledges. An example of mediative science (Del Hymes’ term). Link to Lee’s cultural modeling.

2 approaches: standardization vs. culturally based.

Case 2 -- Ranking/standardization of univ. teaching.

Notion of universal metric for university teaching -- how does this sit with appreciation of difference among faculty, institutions, languages?

“Ironing out difference/eccentricity”

“Re-normalizing” national traditions -- deletorious threats on difference.

What would principled policy borrowing look like?

“Let the borrower beware.” Policies develop in situ.

“Policies are epic poems.” They need to come from durable commitments to living.

Selective versions of ed science are undertaken to further econ interests. Selective traditional of ed research is like that of curriculum: silencing/exclusive.

Ed science is interpretive and contingent.

AERA must proceed cautiously, lest it contribute to the reduction of local, indigenous, informal education.

ethics, values just as important as any other consideration.

equity of exchange focus excludes other democratic goals of ed.

So what of ed. science? Diversity is necessary to systems. [This is me, not Luke: I agree, but can the future generate new diversities? Can it be forward as well as sustainability-looking?

How can science not support violence? (me, not Luke, but following him)