Thomas S. Popkewitz

Bio: 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.

Rethinking the History of Education: Transnational Perspectives on Its Questions, Methods, and Knowledge

Abstract: Acknowledgements Preface 1. Styles of Reason: Historicism, Historicizing and the Historical Objects in the History of Education Thomas S. Popkewitz PART I: 'SEEING' HISTORICAL OBJECT: ALTERNATIVE POSSIBILITIES 2. The Visual Turn in the History of Education: Four Comments for a Historiographical Discussion Ines Dussel 3. Chinese Mode of Historical Thinking and its Transformation in Pedagogical Discourse Zongjie Wu PART II: IN SEARCH OF THE ARCHIVE: COMPARATIVE STUDIES AND THEORIES OF ITS SPACES 4. Truffle Pigs, Research Questions, and Histories of Education Daniel Troehler 5. Entanglement and Transnationalism in the History of American Education Noah Sobe 6. Intertwined and Parallel Stories of Educational History: Brazil and Turkey in the early 20th Century Mirian Jorge Warde PART III: THE MONUMENTS OF THE PAST AS THE EVENTS OF HISTORY: HISTORICIZING THE SUBJECT 7. Do Educational Models Impose Standardization? Reading Pestalozzi Historically Rebekka Horlacher 8. From Pupil to Artist: The Dynamics of Genius, Status, and Inventiveness in Art Education in Portugal Jorge Ramos do O, Catarina S. Martins and Ana Luisa Paz 9. Artistic Education: A Laboratory to the Fashioning of Mexican Identity (1920-1940 c.a.) Maria Esther Aguirre Lora 10. The 'body parts' of the Victorian School Architect E. R. Robson or an Exploration of the Writing and Reading of a Life Catherine Burke and Ian Grosvenor PART IV: HISTORICIZING AND THE SPACE OF AMERICAN HISTORICISM 11. There are no Independent Variables in History Lynn Fendler Contributors Index

Multiculturalism, Recognition and Abjection: (re)mapping Italian identity

Abstract: This article focuses Italy's conversations about multiculturalism as dual processes of national homogeneity and abjection with respect to its growing conversation around citizenship, national identity and immigration. Abjection is a concept that directs attention to border-making through dual cultural practices of recognizing and managing difference; these practices, however, simultaneously produce ghettoes of difference within the imaginary of the nation. Italian schools, along with other EU member schools, have been designated as a central institution for the production of the new citizen, both European and, in this case, Italian. Through an analysis of documents from the European Union and Italian Ministry of Education, one can begin to map the multiple multicultural citizenships that make up these relational new citizens. This work gives intelligibility to particular dispositions, particular practices, ways of being and systems of reasoning connected to the new multicultural citizen. In doing so, it also makes visible the non-European, non-Italian and non-multicultural within multicultural, European Italy.

经验与教育 = Experience and education

Abstract: Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

Teachers’ Beliefs and Educational Research: Cleaning Up a Messy Construct:

Abstract: Attention to the beliefs of teachers and teacher candidates should be a focus of educational research and can inform educational practice in ways that prevailing research agendas have not and cannot. The difficulty in studying teachers’ beliefs has been caused by definitional problems, poor conceptualizations, and differing understandings of beliefs and belief structures. This article examines the meaning prominent researchers give to beliefs and how this meaning differs from that of knowledge, provides a definition of belief consistent with the best work in this area, explores the nature of belief structures as outlined by key researchers, and offers a synthesis of findings about the nature of beliefs. The article argues that teachers’ beliefs can and should become an important focus of educational inquiry but that this will require clear conceptualizations, careful examination of key assumptions, consistent understandings and adherence to precise meanings, and proper assessment and investigation of spec...

In a Different Voice. Psychological Theory and Women’s Development. Cambridge, MA (Harvard University Press) 1982.

Abstract: Introduction 1. Woman's Place in Man's Life Cycle 2. Images of Relationship 3. Concepts of Self and Morality 4. Crisis and Transition 5. Women's Rights and Women's Judgment 6. Visions of Maturity References Index of Study Participants General Index

Experience and Education.

Abstract: Preparing the books to read every day is enjoyable for many people. However, there are still many people who also don't like reading. This is a problem. But, when you can support others to start reading, it will be better. One of the books that can be recommended for new readers is experience and education. This book is not kind of difficult book to read. It can be read and understand by the new readers.