Educational Reconstruction "By the Dawn's Early Light": Violent Political Conflict and American Overseas Education Reform

Abstract

Using a historical approach, Sobe examines the myths and ideals that have underlain U.S. educational initiatives in postconflict nations abroad. Building on its tradition of modern schooling designed to advance civic and social order, America has sought to extend its political and cultural values overseas through educational reforms in postconflict countries. Sobe tracks the development of these reform efforts,highlighting their significance as symbols of American forms of government and civic life and a belief in social transformation through education. Sobe draws upon this history to caution that educational reforms alone rarely accomplish social transformation,and that future U.S. initiatives must honor local and shared cultural values above American ideals.

Scopic Systems, Pipes, Models and Transfers in the Global Circulation of Educational Knowledge and Practices

“…Functional‐rationalist theories, according to Meyer, are not very successful at explaining why many states and societies have a “loose coupling” between their formally espoused models/principles and the actual practices that can be observed. Neo‐institutionalist sociologists place greater explanatory power in world “cultural myths.” For example, a functionalist‐rationalist approach to the idea that education is a means to remedying social maladies (e.g., inequalities) would be deeply troubled by the questionable ability of schools to actually perform this capacity (for discussion of this in the context of post‐conflict educational reform see, Sobe [2009a]). Instead, if we take the idea that education serves the betterment of society as a “common‐sense world model” we have a better purchase on both the significance of policy actions and why their repeated endorsement is so important.…”

Scopic Systems, Pipes, Models and Transfers in the Global Circulation of Educational Knowledge and Practices

“…scopic systems, global circulation Neo-institutionalist sociologists place greater explanatory power in world "cultural myths." For example, a functionalist-rationalist approach to the idea that education is a means to remedying social maladies (e.g., inequalities) would be deeply troubled by the questionable ability of schools to actually perform this capacity (for discussion of this in the context of post-conflict educational reform see, Sobe [2009a]). Instead, if we take the idea that education serves the betterment of society as a "common-sense world model" we have a better purchase on both the significance of policy actions and why their repeated endorsement is so important.…”