Showing papers by "Thomas S. Popkewitz published in 1992"

Cartesian Anxiety, Linguistic Communism, and Reading Texts

Abstract: ting should notJ^ejised as a blueprint for the implementation of improvement in other local settings. On the contrary, the conclusions and insights from interpretive research suggest that real anc^enduring educational improvement happens not by the dissemination and consumption of externally manufactured and prescribed educational \"treatments\" but by localjpeogle's constructing ways_ of being together in which it makes sense to learn and teach. When that happens, you get high morale, lots of learning, lots of Reaching. But the specifics\"o7tnose local constructions are inherently unpredictable. Thus they cannot be mandated and regulated in detail from a distance. The clinical trial fails as an analogy between education and medicThe 5ecause~a~ rTcE^Srungenvironment is not a pill but a way of life. Such educative lifeways must be collectively made and remade, continually. Research can inform that local construction. But not as a recipe for practice. This year's first-grade class is not next year's. Thjsyearjs bond-issue election is not next year's. My syllabus for (the fijeldwork course at the university will not be quite the same next year, nor will I read from old lecture notes. \\ Mj. Schrag, the search for a Newtonian social physics—a kind of policy research through which local educational events can be predicted and controlled from outside and above on the basis of global data from the recent past—is as futile as the meteorologist^ attempts at long-range weather prediction or the alchemist's search for a philosopher's stone. Note

Algunos problemas y problemáticas en la producción de la evaluación

Abstract: La evaluación escolar puede comprender diversas cuestiones y complejidades que subyacen en los procesos de reforma, así como contribuir a una formulación de las políticas más informada. Este enfoque es importante para todos los que deseen promover la integridad intelectual y la igualdad social en la escolarización. La importancia de la evaluación escolar queda de manifiesto en una reciente teoría y metodología social que destaca el modo en que las categorías, distinciones y diferencias que se producen en la investigación social establecen intereses sociales y relaciones de poder (véase, por ejemplo, Bourdieu, 1984; Cherryhohnes, 1988; Clifford, 1988). Puesto que son generalmente quienes ostentan el poder los que encargan las evaluaciones, aunque sea en nombre del bien común, es importante tener en cuenta los valores sociales y las relaciones que subyacen en la investigación.