Introduction: Problematizing 'Educationalization'
Rosa Bruno-Jofré, Queen’s University
Part One: Contesting Views of Processes of Educationalization at the Intersection with Christianity
1. The Dignity of Protestant Souls: Protestant Trajectories in
the Educationalization of the World
Daniel Tröhler, University of Vienna
2. Multiple Early Modernities and "Educationalization":
Reframing the Confessional Debate on Education, Politics and
Religion in Early Modern Europe
Carlos Martínez Valle, Universidad Complutense de Madrid
3. Catholicism and "Educationalization"
Rosa Bruno-Jofré, Queen’s University
4. Antigonish, or an "Education that is not
Educationalization"
Adam Josh Cole, Queen’s University
Part Two: Catholicism, Spirituality, and Educationalization
5. Educationalization of the Modern World: The Case of the
Loretto Sisters in British North America
Elizabeth Smyth, University of Toronto
6. Women Religious’ New Educational Approaches in the Global
South, 1968-80
Heidi MacDonald, University of New Brunswick
7. The Educationalization Process and the Roman Catholic Church
in North America during the Long Nineteenth Century
Joseph Stafford, Queen’s University
8. The Educationalization in the Spanish Second Republic and the
Expulsion of the Jesuits from Spain in 1932
Jon Igelmo Zaldívar, Universidad Complutense de Madrid
9. Waldorf Education and the Educationalization of Spirituality
in the Plural Context in Late Twentieth-century Spain
Patricia Quiroga Uceda, Universidad Nacional de Educación a
Distancia
Part Three: Educationalization and the Right to Education/Schooling
10. Educationalization, Schooling, and the Right to
Education
Felicitas Acosta, Universidad General Sarmiento, Buenos Aires,
Argentina
Part Four: Educationalization and Democratic Spaces in the Digital Era
11. Educationalization as Technologization
William Pinar, University of British Columbia
12. Countering Patterns of Educationalization: Creating Digital
Tools for Critical Evidence-based Thinking
Ana Jofré, SUNY Polytechnic, Utica
Part Five: Educationalization as a Tool of Colonization and its Counter-dimension in Indigenous Educational Agendas: Limits and Possibilities
13. Educationalization in Canada: The Use of Native Teacher
Education as a Tool of Decoloniality
Bonita Uzoruo, Queen’s University
14. Indigeneity and Educationalization
Chris Beeman, Brandon University
15. Capuchin Missions in Mapuche Territory: The Education of an
Original People in Chile from 1880 to 1930
Sol Serrano, Pontificia Universidad Católica de Chile and Macarena
Ponce de León, Pontificia Universidad Católica de Chile
Concluding Analysis: Turning the Problem on its Head: Looking to
New Critical Directions
Adam Josh Cole, Queen’s University and Ian McKay, McMaster
University
List of Contributors
Index
Rosa Bruno-Jofré is a professor in the Faculty of
Education cross-appointed to the Department of History at Queen's
University and a Fellow of the Royal Society of Canada in the
Humanities and Social Sciences.
" Educationalization and Its Complexities is a wonderful example of
the pairing of academic rigour and artistic construction. The book
makes a well-grounded and sophisticated contribution to not only
the potential interpretative power of the concept of
educationalization, but also to the consideration of its potential
socio-political limitations."--Gonzalo Jover, Dean, Faculty of
Education, Universidad Complutense de Madrid
"This book is an outstanding exposition on the ways in which
responsibility for social problems that originate in other social
spheres are assigned to formal schooling. It should be read with
profit by those who are actors on today's political and educational
stage and by those who, as historians of education, wish to gain
insights on how their work may contribute to contemporary
debates."--Tom O'Donoghue, Graduate School of Education, The
University of Western Australia
"Educationalization is often used as a critical concept, denoting
the tendencies of modern societies to assign responsibilities to
public schools that are not being adequately addressed by other
institutions. However, the same concept can be read in a more
positive way, denoting the growing recognition that many vexed
social problems have an unavoidably educational dimension. This
impressive collection of authors largely takes the latter view and
the result is a conversation about the meaning and purpose of
education from both historical and contemporary perspectives,
ranging from Capuchin missionaries in Chile in the nineteenth
century to the impact of modern digital technologies."--Nicholas C.
Burbules, University of Illinois, Urbana-Champaign
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