T
Thomas S. Popkewitz
Researcher at University of Wisconsin-Madison
Publications - 232
Citations - 8484
Thomas S. Popkewitz is an academic researcher from University of Wisconsin-Madison. The author has contributed to research in topics: Educational research & Curriculum. The author has an hindex of 45, co-authored 228 publications receiving 8209 citations. Previous affiliations of Thomas S. Popkewitz include University of Luxembourg & Uppsala University.
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Book ChapterDOI
Critical Thinking and Critical Pedagogy: Relations, Differences, and Limits
Thomas S. Popkewitz,Lynn Fendler +1 more
TL;DR: Two literatures have shaped much of the writing in the educational foundations over the past two decades: Critical Thinking and Critical Pedagogy as mentioned in this paper. And each has sought to reach and influence particular groups of educators through workshops, lectures, and pedagogical texts.
Book
Struggling for the Soul: The Politics of Schooling and the Construction of the Teacher
TL;DR: The Spatial Politics of Urban and Rural Education The Soul as the Achievement of Teaching The Alchemies of Pedagogy The Wisdom of Teacher Practice as a Normalizing Techology Alchemy, Imaginary School Subjects, and the Governing of Space as discussed by the authors.
Book
Foucault's Challenge: Discourse, Knowledge, and Power in Education
TL;DR: In this paper, the relevance of Foucauldian thought on educational theory, practice and institutional life is examined, focusing on how power and knowledge are configured in the practices and norms of schooling.
BookDOI
Critical Theories in Education : Changing Terrains of Knowledge and Politics
Thomas S. Popkewitz,Lynn Fendler +1 more
TL;DR: The authors examines the issues of critical thinking traditions within education and explores a broad range of 'disciplined theories that question the ways in which power works through the discursive practices and performances of schooling' Following an introduction by Thomas S Popkewitz, the monograph contains the following essays: A social epistemology of educational research, critical thinking and critical pedagogy: relations, differences and limits, Emergent identity versus consistent identity.
Book
A Political Sociology of Educational Reform: Power/Knowledge in Teaching, Teacher Education and Research
TL;DR: The authors investigates the discourse of contemporary educational reform using a thematic perspective (rather than a chronological one) of 19th and 20th-century history, and concludes with an examination of the central conceptual and historical issues in the study of educational change.