Showing papers by "Thomas S. Popkewitz published in 2010"
TL;DR: For instance, the authors argues that undoing the epistemological dogma of planning embodied in the notions of critical and deliberative democracy might also involve confronting the comparative style of thought which provides the epistemeological "rules" that insert inequality as equality.
Abstract: Efforts to develop democratic schools have moved along particular rules and standards of ‘reasoning’ even when expressed through different ideological and paradigmatic lines. From attempts to make a democratic education to critical pedagogy, different approaches overlap in their historical construction of the reason of schooling: designing society by designing the child. These approaches to democracy make inequality into the premise of equality, assuming a consensual partition of the world and the need for specific agents to monitor partitioned boundaries, thus reinserting differences as the basis of practice. Democracy, however, according to Jacques Ranciere, only becomes visible when its partitioning is challenged under the opinion of equality. Yet, undoing the epistemological dogma of planning embodied in the notions of ‘critical’ and deliberative democracy might also involve confronting the comparative style of thought which provides the epistemological ‘rules’ that insert inequality as equality. Dele...
42 citations
TL;DR: This article argued that the intellectual tools of school pedagogies have little to do with the disciplinary fields and that the psychological strategies for defining school subjects historically are strategies of governing who the child is and should be.
Abstract: Contemporary U.S. schools and professional reforms call for teachers to have greater disciplinary and pedagogical knowledge for teaching school subjects. Reform efforts leave unexamined the rules and standards of “reason” that historically order school subjects. The notion of alchemy provides an analytic “tool” to consider the processes of translation from disciplinary knowledge to teaching practices. It is argued that the intellectual tools of school pedagogies have little to do with the disciplinary fields. The psychological strategies for defining school subjects historically are strategies of governing who the child is and should be. There is an ironic quality to this alchemy of schooling subjects. Efforts to increase student participation may narrow the possibilities of reflection and action. An alternative style for thinking about the translation of disciplinary fields into the curriculum and “methods” of school subjects is discussed, drawing on studies of science, technology, and mathematics.
31 citations
Book•
26 Jan 2010
TL;DR: Popkewitz and Rizvi as mentioned in this paper discuss the historical possibility and the political in pedagogical policy and research in the context of education and the challenges of educational research and policy.
Abstract: Preface (Thomas S. Popkewitz and Fazal Rizvi). Contributors. 1. Globalization and the study of education: an introduction (Thomas S. Popkewitz and Fazal Rizvi). 2. Globalizing globalization: the neo-institutional concept of a world culture (Daniel Trohler). 3. Scopic systems, pipes, models and transfers in the global circulation of educational knowledge and practices (Noah W. Sobe and Nicole D. Ortegon). 4. Politics, global territories and educational spaces (Rosa Nidia Buenfil-Burgos). 5. Education and the production of global imaginaries: a reflection on teachers' visual culture (Ines Dussel). 6. Capitalism, modernity and the future of education in the new social contract (Roger Dale and Susan Robertson). 7. Globalization, international education, and the formation of a transnational class? (Phillip Brown and Hugh Lauder). 8. Wither the neighborhood? education policy, neoliberal globalization and gentrification (Kalervo N. Gulson). 9. Globalization and education in japan (Kentaro Ohkura and Masako Shibata). 10. Transnational governance of higher education: on globalization and international university ranking lists (Sverker Lindblad and Rita Foss Lindblad). 11. Open education and the open science economy (Michael A. Peters). 12. Researching education policy in a globalized world: theoretical and methodological considerations (Bob Lingard). 13. Globalization as a system of reason: the historical possibility and the political in pedagogical policy and research (Thomas S. Popkewitz). Global mobility and the challenges of educational research and policy (Fazal Rizvi).
18 citations
01 Apr 2010
TL;DR: The authors consider the curriculum as narrativas of pertenencia nacional and ciencia emparejada with temas de salvacion that generate tesis culturales sobre modos de vida.
Abstract: El campo de la historia del curriculum, asi como mas ampliamente el de la historia de la educacion, esta organizado por tradiciones de historia intelectual y social; antes mas preocupado por la organizacion y el cambio en las ideas; mas recientemente con las ideas como representacion institucional y cambios sociales encontrados en la politica y en los actuales desarrollos programaticos. Este articulo formula una perspectiva sobre el curriculum como una historia del presente. Se considera el curriculum como “ordenanzas de conversion” pensando el curriculum como narrativas de pertenencia nacional y ciencia emparejada con temas de salvacion que generan tesis culturales sobre modos de vida. La seccion segunda habla de la Educacion Americana Progresiva en un reformismo protestante que, cruzado el Atlantico, se preocupa por la cuestion social. La seccion final explora las tesis culturales generadas en la formacion de las matematicas, el alfabetismo, y el plan de estudios de musica.
11 citations
Journal Article•
TL;DR: In the context of cosmopolitas, the authors define a set of norms culturales cambiantes and valores sobre the sistemas de la razon for expresar universales cosmogolitas.
Abstract: El «pensamiento» y la «razon» son practicas culturales que ordenan y generan principios para la reflexion y la accion. La escolarizacion tiene como funcion el cambio, lo cual incluye teorias culturales sobre estilos de vida. Estos encarnan normas culturales cambiantes y valores sobre sistemas de la razon para expresar cualidades universales cosmopolitas. La «creacion» de la razon cosmopolita se forma a traves de las practicas culturales. Las cualidades de la «persona razonable» crean mapas de sus opuestos excluidos. Se ofrecen tres modelos de las nociones cambiantes de cosmopolita y su «opuesto» en las materias escolares. Estas son alquimias que magicamente transforman al pensamiento disciplinario en pedagogias normativas que fabrican lo que el nino es y deberia ser. La descripcion historica presenta dos estratos: el primero explora las politicas de escolarizacion y el cosmopolitismo comparativamente para considerar las practicas culturales cambiantes; el segundo problematiza ciertas categorias que se dan por sentadas y sus sistemas de razon. Las categorias y distinciones de politica, investigacion educativa y filosofia se representan historicamente como practicas culturales para ordenar, clasificar y dividir lo que "se ve" y se siente como experiencia.
3 citations
01 Jan 2010
3 citations
Journal Article•
TL;DR: In this article, a history of science and education in the EUA can be found, focusing on salvacao da educacao progressista americana, no pedagogia escolar, no cosmopolitismo da crianca that envolve seu gesto de oposto da abjecao, and da exclusão nas novas sociologias da comunidade e da vida da familiar urbana.
Abstract: Neste artigo, traco uma historia das ciencias dirigidas a escola na virada do seculo XX e hoje, focando primordialmente os EUA, e exploro os gestos dubios de esperanca e medo como uma historia do presente. Considero os temas de salvacao da educacao progressista americana na pedagogia escolar, no cosmopolitismo da crianca que envolve seu gesto de oposto da abjecao e da exclusao nas novas sociologias da comunidade e da vida da familiar urbana. Retorno aos temas da salvacao, da educacao e da comunidade urbana nas reformas contemporâneas num cosmopolitismo do presente que dirige a atencao as qualidades da crianca associadas a aprendizagem ao longo da vida que existe em relacao aos medos daquela crianca que vive fora do espaco cultural desse cosmopolitismo.
2 citations