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.

Globalization and the Study of Education

Abstract: Preface (Thomas S. Popkewitz and Fazal Rizvi). Contributors. 1. Globalization and the study of education: an introduction (Thomas S. Popkewitz and Fazal Rizvi). 2. Globalizing globalization: the neo-institutional concept of a world culture (Daniel Trohler). 3. Scopic systems, pipes, models and transfers in the global circulation of educational knowledge and practices (Noah W. Sobe and Nicole D. Ortegon). 4. Politics, global territories and educational spaces (Rosa Nidia Buenfil-Burgos). 5. Education and the production of global imaginaries: a reflection on teachers' visual culture (Ines Dussel). 6. Capitalism, modernity and the future of education in the new social contract (Roger Dale and Susan Robertson). 7. Globalization, international education, and the formation of a transnational class? (Phillip Brown and Hugh Lauder). 8. Wither the neighborhood? education policy, neoliberal globalization and gentrification (Kalervo N. Gulson). 9. Globalization and education in japan (Kentaro Ohkura and Masako Shibata). 10. Transnational governance of higher education: on globalization and international university ranking lists (Sverker Lindblad and Rita Foss Lindblad). 11. Open education and the open science economy (Michael A. Peters). 12. Researching education policy in a globalized world: theoretical and methodological considerations (Bob Lingard). 13. Globalization as a system of reason: the historical possibility and the political in pedagogical policy and research (Thomas S. Popkewitz). Global mobility and the challenges of educational research and policy (Fazal Rizvi).

Theory and Research in Social Education

Abstract: This essay explores two dichotomies that depict moral education and examines the strengths and weaknesses of the four orientations. The argument is made that in social education, the dichotomies are not in balance : Social educators emphasize stage-theory explanations and pay little attention to complex theories of human thought, feeling, and behavior; also, social educators favor reliance on cognitive responses rather than consideration of affective underpinnings of moral judgment and action. Approaches engendered by both sides of each dichotomy provide necessary dimensions to research, theory and practice of moral education .

Making the Able Body: School Mathematics as a Cultural Practice.

Abstract: In this paper, we examine historically the onto-epistemological framework of mathematics education that generates cultural theses about modes of life. We pursue the idea of able bodies to think about schooling as producing kinds of people as well as their differences and divisions despite efforts for inclusion. Two historical moments in United States mathematics education are examined: pre-post WWII and contemporary reforms. We explore each moment as a set of cultural practices about who the child is and should be, and argue that making the body able embodies normalizing, and pathologizing qualities of being and acting. These practices change over time as we illustrate in these two historical moments. Shifting pedagogical practices reconfigure but never fully stabilize the desire to achieve a mathematically capable society through making up able bodies as inscriptions of the curriculum. Continual depiction of mathematical bodies on a differentially abled continuum in the so-called ‘unity’ of all children makes visible how inclusive curriculum practices in mathematics education simultaneously create unlivable lives that are seen and re-formed.

What Is 'Really' Taught As The Content of School Subjects?: Teaching School Subjects As An Alchemy

Abstract: There is general belief in current reforms that a teacher cannot teach a school subject unless she has adequate knowledge of the disciplinary field of that teaching. Coinciding with this belief is the emphasis in teacher education reforms and research on pedagogical knowledge teachers need for children to learn the content knowledge. The identification of “the best practices” and “the core” teaching knowledge to enact the curriculum exemplifies this belief. “Benchmarks” or standards are indicators of whether the teacher has mastered the core or best practices. The professional, highly skilled teacher is one who exhibits the benchmarks and classified as “effective” and “authentic” in classroom teaching.

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.