Showing papers by "Thomas S. Popkewitz published in 2014"

The Reason of Schooling : Historicizing Curriculum Studies, Pedagogy, and Teacher Education

Abstract: Contents Preface Acknowledgments * Curriculum Studies, The Reason of "Reason" and Schooling. Thomas S. Popkewitz SECTION ONE: SOCIAL EPISTEMOLOGY AND THE REASON OF "REASON" * The Construction of Society and Conceptions of Education: Comparative Visions in Germany, France, and the United States around 1900. Daniel Trohler *Cold War, Hot Peace, and Systems of Reasoning about Youth. Nancy Lesko * Discourse On (Teaching) Method: Challenging the Reason of Contemporary Teacher Education. Daniel Friedrich * The Disaster that Founds Public Education: Social Inequity, Race, and Rebuilding the New Orleans School System after Hurricane Katrina. Amy Sloane * Voluntary Servitude as a New Form of Governing: Reinstating Kneeling-bowing Rites in Modern China. Weili Zhao SECTION TWO: "REASON", SCIENCE AND MAKING KINDS OF PEOPLE * Genius as an Historical Event: Its Making as a Statistical Object and Instrument for Governing Schooling. Catarina Silva Martins *"Catholic" Secularism and the Jewish Gaucho School: Salvation Themes of The 19th Century Argentinean Citizen. Ezequiel Gomez Caride * Chasing The Chimera's Tails: An Analysis of Interest in Science. Lars Bang and Paola Valero * Numbers in Telling Educational Truth: Fabrications of Kinds of People and Social Exclusion . Thomas S. Popkewitz. SECTION THREE: THE ALCHEMY OF SCHOOL SUBJECTS, EXCLUSION/ ABJECTIONS * Transgression as Democratic Convivenza: Italian School Policy and the Discourse of Integration. Jamie A. Kowalczyk * Back to the Basics: Inventing the Mathematical Self. Jennie Diaz * The Social Question Revisited: The Configuration of the Social Dimension in the European Education Space. Kenneth Petersson, Ulf Olsson, John B. Krejsler * Fictions of the Transcendent and the Making of Value in Music Education in the United States. Ruth I. Gustafson * The Problem: Historicizing the Guatemalan Projection and Protection of the "Indian." Ligia (Licho) Lopez

Social Epistemology, the Reason of “Reason” and the Curriculum Studies

Abstract: Not-with-standing the current topoi of the Knowledge Society, a particular “fact” of modernity is that power is exercised less through brute force and more through systems of reason that order and classify what is known and acted on. This article explored the system of reason that orders and classifies what is talked about, thought and act on in schooling. The study of the system of reason in schooling is framed as social epistemology to consider the historically ordered, relational and socially embeddedness of knowledge as the political. This entails exploring the “reason” of science and schooling as to change social conditions that changes people. Further the school subjects of mathematics and music education are explored as an alchemy, the use of translation tools that remake disciplinary knowledge into the school curriculum. The alchemy of the curriculum is paradoxical. It embodies cultural theses about kinds of people that inscribe differences and divisions in the name of inclusion and equity.

Fabricating the teacher’s soul in teacher education

Abstract: Today, the teacher's soul is assembled with different social technologies of assessment and curriculum standards, visioning the qualities of the confessional. The technologies of prophecy are also a double gesture directed to the teacher's pastoral care of the child, her/his family and her/his community. Categories are placed in an organizational grid in which a continuum of teacher proficiency levels is linked to observable acts. The fabrication of teachers to point to an often overlooked quality of governing that interrelates the 'soul' of the child and teacher education, often phrased under the banner of professionalization. Rubrics are 'diagnostic' schemes, designed to standardize ratings to support self-reflection about progress towards particular objectives. The making of the citizen, however, was never merely about the political subject, but entailed discourses about modes of conduct that are assembled as distinct practices in contemporary reforms.

Comparative Studies and the Reasons of Reason

Abstract: Cross–cultural and international comparative research embodies a conundrum the very analytics of comparativeness in the social and education science research, with variations in their themes, draw from particular European and North American Enlightenments’ notions of reason and rationality that provide their epistemological “foundations”1

El rechazo al cambio en el cambio educativo: sistemas de ideas y construcción de políticas y modelos de evaluación nacionales

Abstract: El presente trabajo acerca de la razon como escenario de las politicas escolares parte de un proyecto llevado a cabo por investigadores noruegos con el proposito de evaluar sus propios sistemas educativos. La evaluacion se proponia proveer un sistema de administracion social y de disciplina que produjera libertad para los ninos del futuro. El articulo problematiza en torno a la razon, o las reglas segun las cuales se construyen las politicas, y se centra en tres puntos. El primero consiste en considerar las practicas de reforma educativa como modelos de administracion social. El segundo aborda el sistema de razon en el mundo de la educacion como principio generador de inclusion y de exclusion social. En el apartado final se exploran las dificultades que suele enfrentar la investigacion y la evaluacion actuales cuando intentan reproducir los sistemas de razon vigentes en su propia construccion.