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.

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.

The Social, Psychological, and Education Sciences: From Educationalization to Pedagogicalization of the Family and the Child

Abstract: This chapter considers the thesis of pedagogicalization through focusing the social and education sciences. Pedagogicalization is spoken about as the expertise of science in ordering what is (im)possible to know and do, creating borders by which experiences are acted upon and the self is located as an actor. The expertise is explored historically through changes in the cultural theses about the modes of life of the child and family: turn of the 20th century educationalization in which the lives of the family and child are rationalized to relate individuality to norms linked to collective, social belonging; and turn of the 21st century pedagogicalization in which the expertise of science focuses on individuality as a seemingly isolated site of continuous innovation and processes of self-evaluation and monitoring bound to networks with no social center.1 In both the past and the present, the cultural theses generated about the family and child, I argue, embody double gestures about the hope of the future and fears about those dangerous to that future and abjected, cast out into unlivable spaces. The first section directs attention to turn of the 20th century social and education sciences and is divided into three four parts. (1) The initial discussion focuses on the American Progressive reforms as turning the private sphere of the family into an object of scrutiny and public administration in making society. (2) The sciences of progressive reforms, argued in the next, generated cultural theses about the family as embodying cosmopolitan values that linked individuality with narratives of the nation and its collective progress. (3) Pedagogy was ‘converting ordinances’ and the soul as the object in the ordering of conduct. (4) Following this discussion, cosmopolitan hope is examined as engendering double gestures. With the hope of progressive reforms were fears of those populations deemed as threatening the future of the republic. The sciences of G. Stanley Hall, John Dewey, and Edward L. Thorndike, icons in American Progressive education, are explored as embodying double gestures to The Social Question, the concern for intervention programs to perceived moral disorders to the city and poor and immigrant populations.

The Social Contexts of Schooling, Change, and Educational Research

Abstract: (1981). The Social Contexts of Schooling, Change, and Educational Research. Journal of Curriculum Studies: Vol. 13, No. 3, pp. 189-206.

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.