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.

Critical Analyses of Educational Reforms in an Era of Transnational Governance

Abstract: 1. Introduction: Critical Analyses of Educational Reforms in an Era of Transnational Governance; Elisabeth Hultqvist, Sverker Lindblad, Thomas S. Popkewitz -- First section: Studies of transnational governance of education -- 2. Narrating and relating educational reform and Comparative Education; Robert Cowen -- 3. Reforming Education: The Spaces and Places of Education Policy and Learning; Bob Lingard -- Second section: Educational reforms and transnationalization -- 4. Education Governance by Results? On communication in a performative turn in Swedish Education; Sverker Lindblad -- 5. Educational restructuring and social boundaries – School choices and consumers of education; Elisabeth Hultqvist -- 6. Becoming Fit For Transnational Comparability. Exploring challenges in Danish and Swedish teacher education reforms; John Benedicto Krejsler, Ulf Olsson and Kenneth Petersson -- 7. Killing two birds with one stone: Globalizing Switzerland by Harmonizing the Cantonal Systems of Education in the Aftermath of PISA; Daniel Trohler -- Third section: Making Kinds of People as the Imperatives of education: The practice of Governing the Educational Subjects -- 8. Reform and Making Human Kinds: The Double Gestures of Inclusion and Exclusion in the Practice of Schooling; Thomas S. Popkewitz -- 9. The transnational phenomenon of individual planning in response to pupil diversity: a paradox in educational reform; Ines Alves -- 10. Re-figuring the European student: Mixed transnational feelings; Maarten Simons -- 11. Student Centeredness and Learning from a Perspective of History of the Present; Ulf Olsson, Kenneth Petersson and John Benedicto Krejsler -- 12. Governing the intermediary spaces. Reforming school and subjectivities through liminal motivational technologies; Helle Bjerg and Dorthe Staunaes -- 13. Digital Technologies in the Classroom: A global educational reform?; Ines Dussel -- Fourth section: Migration and population flows -- 14. When the Other Arrives at School; Fernando Hernandez-Hernandez and Juana M. Sancho-Gil -- 15. A Manifestacion to Disinvent Mundus’ Authoritarian Regimes and The Categorial Imperative of Hospitality; Ligia Lopez Lopez -- 16. Migration as a method: Deterritorializing the “floating children” in contemporary China; Lei Zheng.

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

Partnerships, the Social Pact, and Changing Systems of Reason in a Comparative Perspective

Abstract: Policies and research about school reforms embody salvation themes. The modern salvation themes of schooling are not religious in seeking a heaven in the-life-after. They are secular in offering the deliverance of the nation through the education of the child. Salvation themes of rescue, redemption, and progress are embodied in the worldwide institutionalization of schooling as the nation-state formed in the nineteenth century (Meyer et al., 1997). Contemporary school reforms are spoken about as insuring the future of democracy in the new world of, to use its planetspeak, “a global” and “knowledge-based” society.2 Partnerships in educational reforms are one such salvation theme. From different ideological positions, partnerships tell of collective progress through promoting civic participation through individual and group involvement in the local agencies. The stories of educational partnerships are tales of seeking a newly arrived consensus and harmony between the governed and the government.3

Education by the Numbers and the Making of Society: The Expertise of International Assessments

Abstract: International statistical comparisons of nations have become commonplace in the contemporary landscape of education policy and social science. This book engages the emergence of these international ...

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.