Book ReviewLocal Meanings, Global Schooling: Anthropology and World Culture Theory by Kathryn  Anderson‐Levitt. New York: Palgrave Macmillan, 2003. 272 pp. $22.95 (paper). ISBN 1‐4039‐6162‐X.

2004 ◽  
Vol 48 (3) ◽  
pp. 327-330 ◽  
Author(s):  
Bruce Fuller
Author(s):  
Thomas Griffiths

This is an advance summary of a forthcoming article in the Oxford Research Encyclopedia of Education. Please check back later for the full article. World-systems theorizing has its roots in dependency theorizing and the critique of modernization theory, rejecting its claimed linear process of economic development for all nation-states. A founding premise of this work, established well before the advent of globalization studies, has been the need to take the world-system as the primary unit of analysis for understanding social reality and social change. As an approach for understanding systems of mass education, world-systems theorizing has taken on two broad trajectories. One of these, world-culture theory or neo-institutional analysis, has centered on identifying examples of global convergence at the level of education policy, explaining these in terms of a world culture of education that has spread across nation-states through their participation in international agencies and organizations. An alternative approach, world-systems analysis, takes the historical development and operation of the capitalist world-economy, across core, semi-peripheral, and peripheral zones of the world-economy, as the starting point for understanding the nature and function of mass education systems. This work includes the particular construction of knowledge structures and subject disciplines, and their function within the operation of the capitalist world-system. Where world-culture theory downplays the causal power of economic structures, world-systems analysis highlights the interaction between economics and an accompanying world cultural framework under historical capitalism, whose core features can account for the nature and purpose of education. Educational applications of contemporary world-systems analysis extend to work within the broader field of critical education to transform society. Specifically, these applications examine the potential for systems of mass education to equip students with the knowledge, skills, and dispositions to understand existing social reality, to imagine more equal, just, democratic, and peaceful, alternative world-systems, and to take action toward their realization.


Author(s):  
Guy Davidson

In a recent review essay, J. Daniel Elam charts the emergence of “gay world literary fiction,” a subgenre of the category “world literature,” which over the last twenty years or so has become both a marketing strategy for publishers and a “disciplinary rallying point of literary criticism and the academic humanities.”[i] While Elam’s essay is implicitly underpinned by the usual disciplinary understanding of world literature (fiction from potentially anywhere in the globe, translated into English, and studied comparatively), its focus is narrowed to the “gay world” within the planetary world—a putatively homogenous, transnational gay subculture enabled by digital connectivity and the flows of global capital. This new gay world is, according to Elam, characterized by atomization: “From Sofia to Shanghai, authors of gay fiction describe a collection of scattered and isolated individuals, needy but incurious.” The situation has emerged from the “curious paradox” that “visibility and acceptance” have “made life better” for many gay men “at the cost of community and identity.” “Gay visibility, with its attendant politics of respectability” has occurred at the expense of older subcultural institutions like “the gay bar, the bathhouse, the piano bar, and cruising areas,” rendering the gay community “a banally knowable object rather than the product of a passionately forged experience of self-making. In place of the urgent longings of 20th-century queer literature, one encounters a peculiar form of worldly, muted yearning. So-called gay world literature emerges from a global community that isn’t a community at all.”   [i] J. Daniel Elam, “The World of Gay Lit,” Public Books (16 October 2017). Web. Accessed 1 March, 2018. “Disciplinary rallying point”: Emily Apter, Against World Literature: On the Politics of Untranslatability (London: Verso, 2013), 1. For a discussion of the interrelations between “world literature” as the marketization of cultural differences and as a field of scholarly enquiry, see Simon During, Exit Capitalism: Literary Culture, Theory and Post-Secular Modernity (New York: Routledge, 2009), 57–58.


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