Mapping excluded knowledge in comparative education discourse: Opening pedagogy.

摘要

This thesis attempts to unpack and map the construction of knowledge perceptions in Comparative International Education discourse in the United States. In order to do this, the researcher investigated documents and literature used in five CIE university programs in the United States, and student learner responses of their own constructions of knowledge within those programs. The thesis uses a combined modality of critical discourse analysis, qualitative ethnographic methods of analysis and postmodern social cartography to present and analyze data. The analysis brought forth a perceived link with identity and meaning in knowledge constructions by learners in the field, that in turn showed areas of lacunae and invisibilities in the deployment of pedagogy used in the field. Upon reflection, the author argues for the opening of pedagogy to not only be inclusive of multiplicity, but also to address pedagogies of difference and exclusion in spaces where meaning/learning may be mobilized rather than fixed. The author demonstrates the ability of postmodern social cartography and critical discourse analysis to begin this opening, and proposes a 'new' pedagogical strategy for learning and teaching: "Multilogue".