The Politics of Expanding Knowledge: Lessons From Knowing in the Known World

Session Submission Type: Invited Session

Abstract

This panel will start from the premise that empirical knowledge is important, but that understanding why in some societies children and youth are learning more than in others is mainly a function of using that knowledge effectively to expand learning. The politics of expanding knowledge (expanding the notion of knowing) is a politics of inclusion and incorporation, yet few countries practice this politics.

What we know about teacher education and its relation to improved student learning, and why this knowledge is used effectively to produce high levels of student learning in some societies and not others.

What we know about the education of indigenous peoples, and why some societies are more successful in using this knowledge for including indigenous peoples than others.

Sub Unit

• Presidential Session

Cosponsor

• Division B - Curriculum Studies

Chair

• Martin Carnoy, Stanford University

Papers

• How Does the Training of Mathematics Teachers Compare Worldwide? - William H. Schmidt, Michigan State University

• The Centrality of Teacher Skills to Improving Learning for Low-Income Students: An International Perspective - Martin Carnoy, Stanford University

• The Politics of Indigenous Education in Peru - Eliane Karp-Toledo, The George Washington University

• Student Identity and Student Learning in South African Secondary Schools - Prudence L. Carter, Stanford University