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.

Sociedade da Aprendizagem, Cosmopolitismo, saúde Pública e Prevenção à Criminalidade

Abstract: Learning Society, Cosmopolitan, Public Health, Criminal Prevent Today. The learning society expresses principles of a universal humanity and a promise of progress that seem to transcend the nation. ...

Reviewing Reviews: RER, Research, and the Politics of Educational Knowledge

Abstract: In receiving the invitations to participate in this panel, I was reminded of two books that I read when I started working on my dissertation, one written by Northrope Frye entitled, Literary Imagination, and the other by a founder of the French historical school of the Annales, Marc Bloch, The Historian's Craft. I read these books as I was trying to understand the problem of inquiry that underlay the school curriculum. Northrope Frye begins his discussion by saying that he has spent all his life doing literary criticism, but he had never bothered to ask the seemingly simple question around which his work was formed, that is, "What is literature?" A similar question about Marc Bloch's book was initiated by his son who asked his father what he did.' Their books, which take divergent paths, are reflections about what it means to do intellectual work. They both begin with the realization that such a seemingly simple question is not typically asked in learning about one's discipline, but that such simple questions

Reform as Political Discourse: A Case Study

Abstract: Nowhere have the ethical contradictions of school been as strongly expressed as in poor communities. We have a stated commitment to provide equal social and economic opportunities, yet descriptions of inner-city and reservation schools portray educational contexts that fail large segments of its population. The significance of these failures is only partially revealed in low reading achievement and high dropout rates. Studies of classroom interaction suggest that schools operationally define the poor or nonwhite as intellectually and socially inferior.' Definitions of school deviance tend to discriminate against the poor.2 Diagnosis procedures that label children "disadvantaged," "learning disabilities," or "discipline problems" maintain a peculiar ethnocentricity. The life-styles, languages, values, and normative structures of educators serve as guidelines by which other people's activities are judged. The function of school often seems more to maintain the status and privilege of its professionals than to respond to the aspirations and heritage of those it is to serve. One strategy for altering these failing institutional structures is Teacher Corps. Created by a 1965 act of Congress, Teacher Corps is a nationwide effort to provide comprehensive change in schools of low-income communities. Field-based teacher education programs in local areas are designed to assist in changing school organizational patterns, curriculum, and pol

Cartesian Anxiety, Linguistic Communism, and Reading Texts

Abstract: ting should notJ^ejised as a blueprint for the implementation of improvement in other local settings. On the contrary, the conclusions and insights from interpretive research suggest that real anc^enduring educational improvement happens not by the dissemination and consumption of externally manufactured and prescribed educational \"treatments\" but by localjpeogle's constructing ways_ of being together in which it makes sense to learn and teach. When that happens, you get high morale, lots of learning, lots of Reaching. But the specifics\"o7tnose local constructions are inherently unpredictable. Thus they cannot be mandated and regulated in detail from a distance. The clinical trial fails as an analogy between education and medicThe 5ecause~a~ rTcE^Srungenvironment is not a pill but a way of life. Such educative lifeways must be collectively made and remade, continually. Research can inform that local construction. But not as a recipe for practice. This year's first-grade class is not next year's. Thjsyearjs bond-issue election is not next year's. My syllabus for (the fijeldwork course at the university will not be quite the same next year, nor will I read from old lecture notes. \\ Mj. Schrag, the search for a Newtonian social physics—a kind of policy research through which local educational events can be predicted and controlled from outside and above on the basis of global data from the recent past—is as futile as the meteorologist^ attempts at long-range weather prediction or the alchemist's search for a philosopher's stone. Note

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.