Trey Menefee - Academia.edu (original) (raw)
Books by Trey Menefee
Journal Articles by Trey Menefee
International Journal of Educational Development, Jul 2012
In May 2008 nearly 90,000 people died in the most powerful earthquake in modern Chinese history. ... more In May 2008 nearly 90,000 people died in the most powerful earthquake in modern Chinese history. Many were students killed in substandard schools, creating a sensitive disaster zone inside a nation whose civil society organizations are beginning to flourish. This paper examines the education earthquake relief program of an international NGO, and the institutional environment the organization worked in. We argue that the restricted environment prevented implementation of high-impact programs in the most deprived places, but that the NGO needed to use the institutional opening created by the earthquake to establish a presence as an agent in China's development.
Other Papers by Trey Menefee
![Research paper thumbnail of [DRAFT] Confronting a Durable Educational Inequality: Mechanics and Responses to Using English as an Instrument for the Socio-Economic Exclusion of Migrant Children in Chengdu](https://attachments.academia-assets.com/33418044/thumbnails/1.jpg)
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‘Outcomes’ has become one of the ‘it’ words in how we talk about education. There is outcomes-bas... more ‘Outcomes’ has become one of the ‘it’ words in how we talk about education. There is outcomes-based assessment, outcomes-based learning, and now the rise of ‘learning outcomes’ with the rise of national and regional qualifications frameworks. Yet, as will be shown here, ‘outcomes’ can have a wide range of meanings that can be used for dramatically different ends. Focusing on ‘learning outcomes’ is neither an educational reform panacea nor a term with a precise, undisputed meaning like one would find a science book. The European Commission notes that, “the move towards learning outcomes is hardly ever challenged in policy discourses, [but] there is vigorous debate in academic literature.” Whatever its challenges, it is an increasingly important international standard for education and labor policy makers and planners.
NORRAG 49: Education and Development in the Post-2015 Landscapes
This article asks why region surrounding Hong Kong is largely neglected by the post-2015 High Lev... more This article asks why region surrounding Hong Kong is largely neglected by the post-2015 High Level Panel despite widespread poverty. One explanation is that the model of development expressed in these goals is more focused on building bureaucratic nation states than on poverty reduction and inequality issues.
UK Forum on Education and Training (UKFIET) 2013 Conference, Sep 2013
"Skills have lost and schooling has won. Nearly the entire scope of Education for All has become ... more "Skills have lost and schooling has won. Nearly the entire scope of Education for All has become interpreted as increasing enrolments with an eye on equity and quality. For the TVET and NFE community to find success in the post-2015 framework, they will need an easily computed metric that can move their agenda foreword. One way of doing this is setting targets in the same way that propelled Universal Primary Education (UPE) foreword. Indeed, this is the path the post-2015 High Level Panel is proposing. However, a more conceptually and technically compelling model is to instead find metrics that produce “red flags” where formal schooling inefficiencies and inequities exist, providing traction for nonformal, informal, and vocational education that can help alleviate issues. Using only existing metrics, the Educational Capital Index (EdCI) is presented as just such an indicator. The EdCI is modeled after the Human Development Index and is presented as an open source model, freely available for anyone to adjust or change.
"
NORRAG 47: Value for Money in International Education: A New World of Results, Impacts and Outcomes, Apr 2012
I argue that the discourse of value for money helps us confront the values implicit behind what w... more I argue that the discourse of value for money helps us confront the values implicit behind what we prioritize through the “if this, then that” deductive reasoning used in Peter Singer’s moral philosophy. I use Bjorn Lomborg’s controversial Copenhagen Consensus as an example of this in context to education for development, wherein deductive reasoning unpacks the implicit values of impact-based development typified by the Gates Foundation and consequently ranks education low in comparison to other problems.
Book Chapters by Trey Menefee
Commonwealth Education Partnerships, Nov 2013
Annual Review of Comparative and International Education, May 4, 2014
Research and debate on the value and deployment of Indigenous Knowledge (IK) has become contentio... more Research and debate on the value and deployment of Indigenous Knowledge (IK) has become contentious. While many agree that it is something that is both threatened and valuable, there are enormous conceptual difficulties encountered in framing what, exactly, it is that IK proponents should be fighting to preserve. This chapter uses insights from James C. Scott’s work on legibility and Bruno Latour’s work in the sociology of knowledge to privilege what we call relative epistemological performativity. This framework stands in contrast to attempts to privilege problematic essentialist views of ‘indigenous,’ ‘Western,’ or ‘scientific’ knowledge. With this framework we are able to challenge some of the ‘anti-politics’ implicit in educational development agenda that promote cultural and cognitive homogeneity as well as find space for hybrids like using ICT to strengthen IK. Finally, we conclude that the profound differences in conceptualizing the epistemology and ontology of IK should not detract from widespread agreement on the need for pedagogical practices that protect threatened local languages, cultures, and ecological knowledge.
Essays by Trey Menefee
Firsthand vignettes and media from Hong Kong's "Fishball Revolution" riot, followed by some theor... more Firsthand vignettes and media from Hong Kong's "Fishball Revolution" riot, followed by some theoretical analysis using Charles Tilly's work on contentious politics.
Many of my students from mainland China have written term papers directly addressing 'national ed... more Many of my students from mainland China have written term papers directly addressing 'national education' in Hong Kong. I correct some misperceptions, show the narratives the CCP is constructing, and explain what Hong Kong-China relations look like to Hong Kongers from an historical perspective.
On localism, militantism, and the links the Umbrella Movement
I describe the dynamics of the Umbrella Movement in Hong Kok, how I think leadership and organiza... more I describe the dynamics of the Umbrella Movement in Hong Kok, how I think leadership and organization work, and then describe being in a late-night assault by police.
In this essay I argue that Hong Kong and the people who lived here were only rarely considered 'C... more In this essay I argue that Hong Kong and the people who lived here were only rarely considered 'Chinese' before the British arrived.
Why we need 'open-sourced' learning metric methodologies.
In this essay I look at the political economy of who wins, who loses, and how teachers are constr... more In this essay I look at the political economy of who wins, who loses, and how teachers are constrained through the use of certain types of learning metrics.
I argue that Xi Jinping's CCP often acts with more power and force than is actually needed becaus... more I argue that Xi Jinping's CCP often acts with more power and force than is actually needed because their goal is to construct an opposition than can be defeated.
Media Quotes/Interviews by Trey Menefee
International Journal of Educational Development, Jul 2012
In May 2008 nearly 90,000 people died in the most powerful earthquake in modern Chinese history. ... more In May 2008 nearly 90,000 people died in the most powerful earthquake in modern Chinese history. Many were students killed in substandard schools, creating a sensitive disaster zone inside a nation whose civil society organizations are beginning to flourish. This paper examines the education earthquake relief program of an international NGO, and the institutional environment the organization worked in. We argue that the restricted environment prevented implementation of high-impact programs in the most deprived places, but that the NGO needed to use the institutional opening created by the earthquake to establish a presence as an agent in China's development.
‘Outcomes’ has become one of the ‘it’ words in how we talk about education. There is outcomes-bas... more ‘Outcomes’ has become one of the ‘it’ words in how we talk about education. There is outcomes-based assessment, outcomes-based learning, and now the rise of ‘learning outcomes’ with the rise of national and regional qualifications frameworks. Yet, as will be shown here, ‘outcomes’ can have a wide range of meanings that can be used for dramatically different ends. Focusing on ‘learning outcomes’ is neither an educational reform panacea nor a term with a precise, undisputed meaning like one would find a science book. The European Commission notes that, “the move towards learning outcomes is hardly ever challenged in policy discourses, [but] there is vigorous debate in academic literature.” Whatever its challenges, it is an increasingly important international standard for education and labor policy makers and planners.
NORRAG 49: Education and Development in the Post-2015 Landscapes
This article asks why region surrounding Hong Kong is largely neglected by the post-2015 High Lev... more This article asks why region surrounding Hong Kong is largely neglected by the post-2015 High Level Panel despite widespread poverty. One explanation is that the model of development expressed in these goals is more focused on building bureaucratic nation states than on poverty reduction and inequality issues.
UK Forum on Education and Training (UKFIET) 2013 Conference, Sep 2013
"Skills have lost and schooling has won. Nearly the entire scope of Education for All has become ... more "Skills have lost and schooling has won. Nearly the entire scope of Education for All has become interpreted as increasing enrolments with an eye on equity and quality. For the TVET and NFE community to find success in the post-2015 framework, they will need an easily computed metric that can move their agenda foreword. One way of doing this is setting targets in the same way that propelled Universal Primary Education (UPE) foreword. Indeed, this is the path the post-2015 High Level Panel is proposing. However, a more conceptually and technically compelling model is to instead find metrics that produce “red flags” where formal schooling inefficiencies and inequities exist, providing traction for nonformal, informal, and vocational education that can help alleviate issues. Using only existing metrics, the Educational Capital Index (EdCI) is presented as just such an indicator. The EdCI is modeled after the Human Development Index and is presented as an open source model, freely available for anyone to adjust or change.
"
NORRAG 47: Value for Money in International Education: A New World of Results, Impacts and Outcomes, Apr 2012
I argue that the discourse of value for money helps us confront the values implicit behind what w... more I argue that the discourse of value for money helps us confront the values implicit behind what we prioritize through the “if this, then that” deductive reasoning used in Peter Singer’s moral philosophy. I use Bjorn Lomborg’s controversial Copenhagen Consensus as an example of this in context to education for development, wherein deductive reasoning unpacks the implicit values of impact-based development typified by the Gates Foundation and consequently ranks education low in comparison to other problems.
Commonwealth Education Partnerships, Nov 2013
Annual Review of Comparative and International Education, May 4, 2014
Research and debate on the value and deployment of Indigenous Knowledge (IK) has become contentio... more Research and debate on the value and deployment of Indigenous Knowledge (IK) has become contentious. While many agree that it is something that is both threatened and valuable, there are enormous conceptual difficulties encountered in framing what, exactly, it is that IK proponents should be fighting to preserve. This chapter uses insights from James C. Scott’s work on legibility and Bruno Latour’s work in the sociology of knowledge to privilege what we call relative epistemological performativity. This framework stands in contrast to attempts to privilege problematic essentialist views of ‘indigenous,’ ‘Western,’ or ‘scientific’ knowledge. With this framework we are able to challenge some of the ‘anti-politics’ implicit in educational development agenda that promote cultural and cognitive homogeneity as well as find space for hybrids like using ICT to strengthen IK. Finally, we conclude that the profound differences in conceptualizing the epistemology and ontology of IK should not detract from widespread agreement on the need for pedagogical practices that protect threatened local languages, cultures, and ecological knowledge.
Firsthand vignettes and media from Hong Kong's "Fishball Revolution" riot, followed by some theor... more Firsthand vignettes and media from Hong Kong's "Fishball Revolution" riot, followed by some theoretical analysis using Charles Tilly's work on contentious politics.
Many of my students from mainland China have written term papers directly addressing 'national ed... more Many of my students from mainland China have written term papers directly addressing 'national education' in Hong Kong. I correct some misperceptions, show the narratives the CCP is constructing, and explain what Hong Kong-China relations look like to Hong Kongers from an historical perspective.
On localism, militantism, and the links the Umbrella Movement
I describe the dynamics of the Umbrella Movement in Hong Kok, how I think leadership and organiza... more I describe the dynamics of the Umbrella Movement in Hong Kok, how I think leadership and organization work, and then describe being in a late-night assault by police.
In this essay I argue that Hong Kong and the people who lived here were only rarely considered 'C... more In this essay I argue that Hong Kong and the people who lived here were only rarely considered 'Chinese' before the British arrived.
Why we need 'open-sourced' learning metric methodologies.
In this essay I look at the political economy of who wins, who loses, and how teachers are constr... more In this essay I look at the political economy of who wins, who loses, and how teachers are constrained through the use of certain types of learning metrics.
I argue that Xi Jinping's CCP often acts with more power and force than is actually needed becaus... more I argue that Xi Jinping's CCP often acts with more power and force than is actually needed because their goal is to construct an opposition than can be defeated.
Series Editor's Preface, Colin Brock Foreword, Akanisi Kedrayate Notes on Contributors Introd... more Series Editor's Preface, Colin Brock Foreword, Akanisi Kedrayate Notes on Contributors Introduction: Education in Australia, New Zealand and The Pacific: Challenges, Issues and Priorities, Terra Sprague (University of Bristol, UK), Michael Crossley (University of Bristol, UK) and Greg Hancock (Formerly World Bank) 1. Australia: An Overview, Philip McKenzie (Australian Council for Educational Research, Australia) and Paul Weldon (Australian Council for Educational Research, Australia) 2. Australia: Federalism in Australian Education, Anthony Welch (University of Sydney, Australia) 3. Australia: Finance, Quality and Participation in Postsecondary Education, Gerald Burke (Monash University, Australia) 4. Australia: Aboriginal Education, Anthony Welch (University of Sydney, Australia), Patricia Konigsberg (Department of Education and Training, Western Australia), Judith Rochecouste (Monash University, Australia) and Glenys Collard (Mallee Aboriginal Corporation, Australia) 5. New Zealand: The Politics of National Standards in Primary Schools, Gregory Lee (University of Canterbury, New Zealand) and Howard Lee (Massey University, New Zealand) 6. New Zealand: Inclusive Education and Children with Social, Emotional and Behavioural Difficulties, Garry Hornby (University of Canterbury, New Zealand) 7. New Zealand: Maori Education in Aotearoa, Te Kawehau Hoskins (University of Auckland, New Zealand) and Liz McKinley (University of Auckland, Australia) 8. Aid to Pacific Education: From Projects to SWAps, Hilary Tolley (University of Auckland, New Zealand) and Eve Coxon (University of Auckland, New Zealand) 9. Pacific Island Countries: An Overview, Konai Helu Thaman (University of the South Pacific) 10. Papua New Guinea: Inclusive Education, Guy Le Fanu (Sightsavers, UK) and Kapa Kelep-Malpo (University of Goroka, Papua New Guinea) 11. Fiji: Evolution of Education from Colonial to Modern Times, Akhilanand Sharma (University of the South Pacific, Fiji), Steven Coombs (University of the South Pacific), Subhas Chandra (University of the South Pacific, Fiji) and Manueli Sagaitu (University of the South Pacific, Fiji) 12. Melanesia: An Overview, Salanieta Bakalevu (University of the South Pacific, Fiji), Jeremy Dorovolomo (University of the South Pacific, Fiji) and Alfred Liligeto (University of the South Pacific, Fiji) 13. Polynesia: In Search of Quality Education, Seu'ula Johansson-Fua (University of the South Pacific, Fiji) 14. Micronesia: An Overview of the Federated States of Micronesia, Robert Underwood (University of Guam, Guam), Andreas Robert (College of Micronesia-FSM, Micronesia) and Unaisi Nabobo-Baba (University of Guam, Guam) 15. Pacific Island Countries: Improving Educational Reach with Information and Communications Technology, Govinda Lingam (University of the South Pacific, Fiji), Shikha Raturi (University of the South Pacific, Fiji) and Kisione Finau (University of the South Pacific, Fiji) Index
International Perspectives on Education and Society, 2014
Abstract Research and debate on the value and deployment of Indigenous Knowledge (IK) has become ... more Abstract Research and debate on the value and deployment of Indigenous Knowledge (IK) has become contentious. While many agree that it is something that is both threatened and valuable, there are enormous conceptual difficulties encountered in framing what, exactly, it is that IK proponents should be fighting to preserve. This chapter uses insights from James C. Scott’s work on legibility and Bruno Latour’s work in the sociology of knowledge to privilege what we call relative epistemological performativity. This framework stands in contrast to attempts to privilege problematic essentialist views of “indigenous,” “Western,” or “scientific” knowledge. With this framework we are able to challenge some of the “antipolitics” implicit in educational development agenda that promote cultural and cognitive homogeneity as well as find space for hybrids like using ICT to strengthen IK. Finally, we conclude that the profound differences in conceptualizing the epistemology and ontology of IK should not detract from widespread agreement on the need for pedagogical practices that protect threatened local languages, cultures, and ecological knowledge.
Report commissioned for the 19th Conference of Commonwealth Education Ministers (CCEM) in the Bah... more Report commissioned for the 19th Conference of Commonwealth Education Ministers (CCEM) in the Bahamas, 22-26 June 2015, based around the theme 'Quality Education for Equitable Development: Performance, Paths and Productivity.'