Keeping doors open: transnational families and curricular nationalism

Doherty, C. (2018) Keeping doors open: transnational families and curricular nationalism. International Studies in Sociology of Education, 27(2-3), pp. 200-216. (doi: 10.1080/09620214.2017.1415162)

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Abstract

This paper reviews sociological literature to explore the challenge transnational populations pose for nation-based curriculum, and vice versa. With increasing access to dual citizenship and temporary migration, more people are living transnational lifestyles. This poses new challenges in raising the transnational child. Transnationalism has emerged ‘bottom-up’ from individualised choices and circumstances rather than ‘top-down’ through institutional strategy. As a result, education sectors are yet to respond with a reoriented curriculum that can accommodate polycentric lives. This paper adapts Beck’s critique of methodological nationalism and proposes a parallel concept in the curricular nationalism underpinning much official curriculum. It then reviews literature reporting on three curricular experiments that seek to cultivate citizenships above and beyond the nation. While such transcendent designs on citizenship unsettle curricular nationalism, they fail to address the specificities of transnational child’s memberships both here and there. The pedagogic principle of ‘connectedness’ is retooled as a pragmatic way forward.

Item Type:Articles
Status:Published
Refereed:Yes
Glasgow Author(s) Enlighten ID:Doherty, Prof Catherine
Authors: Doherty, C.
College/School:College of Social Sciences > School of Education
Journal Name:International Studies in Sociology of Education
Publisher:Taylor & Francis
ISSN:0962-0214
ISSN (Online):1747-5066
Published Online:05 June 2018
Copyright Holders:Copyright © 2018 Informa UK Limited
First Published:First published in International Studies in Sociology of Education 27(2-3):200-216
Publisher Policy:Reproduced in accordance with the copyright policy of the publisher

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