Showing papers by "Thomas S. Popkewitz published in 2006"

The Learning Society, the Unfinished Cosmopolitan, and Governing Education, Public Health and Crime Prevention at the Beginning of the Twenty-First Century.

Abstract: The ‘learning society’ expresses principles of a universal humanity and a promise of progress that seem to transcend the nation. The paper indicates how this society is governed in the name of a cosmopolitan ideal that despite its universal pretensions embodies particular inclusions and exclusions. These occur through inscribing distinctions and differentiations between the characteristics of those who embody a cosmopolitan reason that brings social progress and personal fulfilment and those who do not embody the cosmopolitan principles of civility and normalcy. Mapping the circulation of the notion of the ‘learning society’ in arenas of Swedish health and criminal justice, and Swedish and US school reforms is to examine the mode of life of the citizen of this society, the learner, as an ‘unfinished cosmopolitanism’ and also directs attention to its ‘other(s)’—those that are outside.

Education research and policy : steering the knowledge-based economy

Abstract: This volume considers the ways in which educational research is being shaped by policy across the globe. Policy effects on research are increasingly influential, as policies in and beyond education drive the formation of a knowledge-based economy by supporting increased international competitiveness through more effective, evidence-based interventions in schooling, education and training systems. What consequences does this increased steering have for research in education? How do transnational agencies make their influence felt on educational research? How do national systems and traditions of educational research - and relations with policy - respond to these new pressures? What effects does it have on the quality of research and on the freedom of researchers to pursue their own agendas? The 2006 volume of the World Yearbook of Education explores these issues, focusing on three key themes: * globalising policy and research in education * steering education research in national contexts * global-local politics of education research. The 2006 volume has a truly global reach, incorporating transnational policy perspectives from the OECD and the European Commission, alongside national cases from across the world in contrasting contexts that include North and South America, Canada, France, Singapore, China, Russia and New Zealand. The range of contributions reflect how pervasive these developments are, how much is new in this situation and to what extent evidence-based policy pressures on research in education build on past relationships between education and policy. This book considers the impact of the steering processes on the work and identities of individual researchers and considers how research can be organised to play a more active role in the politics of the knowledge economy and learning society.

The Future Is Not What It Appears To Be : Pedagogy, Genealogy and Political Epistemology. An Introduction.

Abstract: The Future Is Not What It Appears To Be : Pedagogy, Genealogy and Political Epistemology. An Introduction.

The Future Is Not What It Appears To Be. : Pedagogy, Genealogy and Political Epistemology.

Abstract: This book examines changes in of knowledge in modern social life. The contributors provide important intinterventions in contemporary discussions about power, change, and the challenges that were r ...

"Future Is Not What It Appears To Be" : pedagogy, genealogy and political epistemology : in honor and in memory of Kenneth Hultqvist

Abstract: This book honors and is in memorial to Kenneth Hultqvist who helped initiate the broader research project to which this volume contributes. This book examines changes in the politics of knowledge in modern social life. The contributors provide important interventions in contemporary discussions about power, change, and the challenges that were raised in the Enlightenment about knowledge, reason, and the possibilities of humanity. The studies in the book examine a range of social programs and educational reforms to understand their implications, assumptions and consequences. Firstly, the chapters contribute to an international discussion on the historical relationships between social change, political rationalities, and the technologies of the self in a range of social life that included pedagogy. Secondly, the book offers new ways of studying and understanding the relation of the welfare state, social and education sciences, and todays configurations of liberal governing. Thirdly, the discussion brings into focus and critiques the distinctions of social and educational theories that differentiate "context" and programs, divides discourse from the "real", separates the subjective and objective and the personal and the public, and disconnects civil society from the state "reason" in modern government. "Trots sin ojamnhet ar boken val vard att lasa. Ansatsen bidrar till att skapa utrymme for reflektion kring var samtid och de satt varpa vi talar om skola, utbildning och framtid. Hur kommer det sig att vi talar om ett kunskapssamhalle? Vad har gjort ett sadant talesatt mojligt och vad for effekter i form av exkluderingspraktiker har det? Det ar fragor som kan relateras till den forhoppning forfattarna har om att boken och det forskningsprojekt boken ar kopplad till skall leda till 'an expanded, problematizing discussion of ongoing changes in the politics of knowledge in modern social life' (s 17). En god ambition som andas kritik i form av exempel i motsats till en mer grundlaggande och foreskrivande kritik, nagot som inte ar allt for vanligt i utbildningsvetenskaplig forskning idag."